ilSr^ 


UNIViiRSrrY  OF  CALIFORNIA 
AT    LOS  ANGELES 


REPORT 


EXAMINATIONS   OF   SCHOOLS 


NORFOLK    COUNTY 


MASSACHUSETTS. 


GEORGE   A.    WALTON, 

AGENT     OF     THE     STATK     BOARD     OF     EDUCATION. 


BOSTON: 

Kanli,  aterg,  ^  Co.,  printers  to  t^t  Commontnealtlj, 

117  Franklin  Street. 
1880. 


REPORT 


OF 


EXAMINATIONS  OF  SCHOOLS 


sr 


NORFOLK    COUNTY, 

MASSACHUSETTS. 


BT 

GEORGE  A.(WALTON, 

AGENT  OF  THE  STATE  BOARD  OF  EDUCATION. 


BOSTON: 

Eanti,  Sbcrg,  ^  Co.,  printers  to  t^e  CflmmonlDEaltfj, 

117  Fkanklix  Street. 
1880. 


Appendix  A.  —  FoRTY-THrao  Annxtal  Report  of  the  Board  op  Edccatiox. 

Copyright,  18S0, 
Br  RAND,  A\'ERT,  &  CO. 


LB 
305£ 

ri4'///7 


EEPOET. 


A  COMMITTEE  of  the  Norfolk  County  School  Committees' 

Association  was  appointed  at  the  fall  meeting  in  1878,  for  the 

purpose  of  examining  the  children  throughout  the  county  that 

^  had  been  f6ur  years,  and  those  that  had  been  eight  years,  in 

,    school.     I  was  invited  by  the  Committee  to  act  for  them   in 

'::^  making   the  questions,  and   in   conducting   the   examinations. 

T^  By  direction  of  the  Board  of  Education  I  entered  upon  this 

\  work.     The  Board  subsequently  requested  me  to  furnish  to 

■;\  them  in  tabular  form,  as  well  as  to  the  County  Association, 

^  the  results  of  the  examinations.     These  results,  with  the  ne- 

v>  cessary  explanations,  are  herewith  submitted. 

r^  Extent  of  the  Examinations. 

V  The  examinations  were  to  be  of  children  that  had  been  four 
A^  years  and  those  that  had  been  eight  years  in  school,  and  were  to 
^  embrace   the   three  leading  studies  pursued  in  the  schools,  — 

reading,  Writing,  and  arithmetic. 

^       It  was  at  once    apparent   that   there  would  be  difficulty  in 

Y  ascertaining  with  any  degree  of  accuracy  what  pupils  had  been 

^  in  school  four  and  eight  years,  and  then  of  separating  such,  and 

\s  examining  them  by  themselves ;  nor  was  it  supposed  that  such 

'    a  definite  limit  in  point  of  time  was  contemplated  by  the  Asso- 

^  ciation.     The   presumption  was  that  pupils  who  had  been   in 

■^  school  four  years  would  be  about  nine  or  ten  years  old,  and 

i\  would  be  found  in  the  upper  class  of  the  primary  schools ;  and 

that  those  who  had  been  in  school  eight  j^ears  would  be  about 

thirteen  or  fourteen  years  old,  and  would  be  found  in  the  upper 

class  of  the  grammar  schools.     Accordingly  it  was  decided  to 

examine  the  upper  class  in  each  of  these  two  grades  of  schools, 

and  only  in  exceptional  instances  were  the  questions  submitted 

123 


t  •\  ^-\.  r~  r—  .-3 


IJI  HOARD   OF   KDUCATION. 

tn  puiiiU  ill  otlicr  ^'nuics.  'Hi.-.-c  were  practically  grammar 
(•la.Hsi'H  ;  two  wpro  classes  that  had  hecn  recently  admitted 
from  j^'ramiii.ir  to  hi^Mi  schools,  and  four  or  five  were  classes  of 
th«'  ]L,'iaiiiinar  grade  in  high  schools. 

Thr  following  is  the  aggregate  of  classes  and  pupils  exam- 
ined, with  the  kind  of  schools  to  which  they  belonged:  — 

Xuiiiltf  r  of  ]>riinary  clai<»''8 1='^ 

f,'Tammur  cliuswes 1-- 

T.^tal 270 

Number  of  pupils  of  priinaiy  prjule 2,800 

gTaiiiinar  grade \i,0'.)') 

Total 4.!J»;i 

J>uml>er  of  priiiian,'  schools         .         .         .         .         .         ...         .         00 

pramiiiar  schools       ........         61 

mixed  scljools   . .         61 

Total 212 

Alter  the  examinations  were  in  progress  it  was  found  that 
there  was  considerable  difference  in  the  ages  of  pupils  belonging 
to  the  same  class,  and  in  the  average  age  of  pupils  examined  in 
different  towns  and  in  different  schools  of  the  same  town.  Ac- 
cordingly, without  changing  the  basis  of  the  examination,  it 
was  decided,  in  tabulating  the  results,  to  include  only  those  of 
the  lower  grade  whose  ages  were  from  eight  and  a  half  to  ten 
and  a  half  ye.ars,  and  only  those  of  the  higher  grade  whose  ages 
were  from  twelve  and  a  half  to  fifteen  and  a  half  years.  By 
extending  the  age  of  the  grammar  grade  to  fifteen  and  a  half 
years,  liberal  allowance  was  made  for  increased  absences  during 
the  later  years  of  school-attendance.  That  the  major  part  of 
the  pupils  in  the  upper  class  of  the  grammar  grade  might  be  in- 
cluded in  the  tabulation,  this  extension  was  necessary  in  many 
of  the  schools.  With  tiiese  limits  as  to  age,  it  will  be  seen,  by 
comparing  the  total  number  examined  with  the  total  number 
tabulated,  that  a  considerable  number  of  those  examined  are 
not  included  in  the  tables.  The  number  of  pupils  of  the  lower 
grade,  whose  rank  is  reported  in  full  or  nearly  so  in  the  tables, 
is  IXtoO;  the  number  of  the  ujiper  grade  is  1,G40  ;  the  total 
number  is  3, -'.•<». 

The  report  of  the  oral  reading,  and  in  many  schools  also  of 


EXAMINATIONS  IN  NORFOLK   COUNTY.      12-3 

the  written  exercises,  embraces  all  that  were  examined ;  and 
the  results  would  not  differ  essentially  if,  in  all  the  branches, 
all  the  pupils  examined  had  been  reported  in  the  tables. 

It  should  be  stated  that  on  many  of  the  papers  the  ages  of 
the  pupils  were  omitted  ;  in  all  such  cases  it  was  assumed  that 
they  were  of  the  average  age  of  the  balance  of  their  class,  and 
hence  the  results  of  their  work  are  included  in  the  tables  of 
percentages  in  all  the  particulars  of  the  examinations. 

Whilst  the  examinations,  as  already  stated,  were  limited  to 
reading,  writing  and  arithmetic,  in  reading,  the  pupils  were 
tested  as  to  their  power  to  read  both  to  themselves  and  to 
others,  and  especially  as  to  their  ability  to  read  at  sight ;  under 
writing  were  embraced  penmanship,  spelling,  and  composition  ; 
a  test  was  applied  to  the  pupils  in  arithmetic,  to  ascertain  their 
proficiency  in  performing  arithmetical  operations,  and  their 
ability  to  comprehend  and  solve  practical  problems.  All  the 
results  of  the  examinations  were  carefully  marked  upon  a  scale 
of  one  hundred.  The  aggregates  and  averages  will  be  found  in 
the  tables  appended  to  this  report. 

.If  it  appears  that  the  schools  as  a  whole  rank  higher  in  one 
branch  than  in  another,  the  cause  may  be  in  the  fact,  or  in  the 
standard  of  the  examiner  who  applied  the  tests,  and  judged  of 
the  results.  It  is  not  unlikely  that  some  one  branch  receives 
more  attention,  or  is  better  taught,  in  the  schools  than  another ; 
all  that  the  examiner  can  claim  is,  that,  in  doing  the  work 
assigned,  he  has  acted  according  to  his  best  judgment.  ♦ 

Tests  A2^d  Marking  foe,  Pupils  Four  Years  in  School. 

In  preparing  for  the  examination,  it  was  assumed  that  a 
certain  standard  in  each  of  the  studies  should  be  reached,  and 
questions  were  submitted  calculated  to  test  the  pupils  with  ref- 
erence to  that  standard. 

Reading.  —  The  test  in  oral  reading  for  pupils  of  the  pri- 
mary grade  was  the  reading  of  one  of  the  "  Prudy "  stories. 
Three  books  were  placed  in  the  hands  of  the  pupils,  and  passed 
in  succession  from  one  to  another  till  all  had  read  one  or  more 
paragraphs.  The  reading  was  of  t"he  grade  of  an  ordinary 
third  reader,  and  was  read  without  previous  study. 

Marking  of  Oral  Reading.  —  The  oral  reading  was  marked 
with  reference  to  the  mechanical  execution  and-  expression ; 
and  an  averagre  was  taken.     Under  mechanical  execution  were 


lo,;  1I()AI:I)    OF    KDrCATIOV. 

inclutled  ixwition  of  body  and  of  book,  articulation,  pronuncia- 
tit'ii.  (luriK  V,  iintl  force;  under  exprnHsion  wore  included  rate, 
pit.  h,  Htrcss,  inllection,  apparent  understanding  of  the  piece, 
and  adaptation  of  (jiialities  of  voice  to  awaken  thoughtH  and 
fcflings  in  tin*  mind  of  the  hearer. 

WurriNO.  —  In  tenting  the  pupils  of  the  primary  grade  in  this 
branch,  thoy  were  furni.she<l  with  paper  and  lead-pencil,  and 
were  re(|uested  to  write  from  dictation  the  following  three 
Hentciu-es:  — 

1.  Which  is  the  better  scholar,  John  or  I?  2.  Whose  littlo 
girl  are  you  ?     My  father's.    8,  This  is  a  idea.sant  February  day.* 

Kach  pupil  was  also  requested  to  write  a  letter  under  the 
following  conditions :  — 

He  was  to  suppose  himself  to  be  at  Lynn,  or  some  other 
place,  on  a  visit,  and  from  that  place  he  was  directed  to  write 
to  some  person  at  his  home ;  he  was  to  state  three  things  about 
his  visit,  and  to  close  by  telling  his  friends  that  he  was  coming 
home  the  next  Wednesday,  and  that  he  wanted  to  have  the 
carriage  or  sleigh  sent  to  the  depot  to  meet  him.  He  was 
requested  to  write  the  letter  in  proper  form,  with  date,  address, 
conipliments,  and  signature,  these  terms  being  expressed  in 
language  he  could  comprehend. 

In  schools  where  the  pupils  had  not  been  used  to  letter 
or  composition  writing,  some  hints  were  given  to  aid  them  in 
thinking  of  something  to  write.  This  may  account  for  some 
similarities  in  the  thoughts  expressed  in  the  letters. 

The  letter  was  marked  for  its  substance,  for  its  mechanical 
execution,  and  for  its  forms.  The  substance  was  considered  fixst 
for  the  thought,  afterwards  for  the  expression ;  the  results  were 
then  combined,  and  denoted  by  one  percentage.  Under  the 
mechanical  execution  a  percentage  was  found  for  the  penman- 
ship, spelling,  capitals,  and  punctuation.  Under  the  forms  a  per- 
centage was  found  for  the  date,  address,  compliments,  subscrip- 
tion, and  general  arrangement  of  the  body  of  the  letter. 

PEXMANsnip,  Spelung,  Capitals,  and  Punctuation.  — 
The  letter  and  the  sentences  previously  referred  to  were  given 
as  tests  in  all  the  above  items ;  the  following  words  were  also 
written  from  dictation  for  spelling :  — 

1.  week  (seven  days).  3.  rode  (past  tense  of  ride). 

2.  waste  (to  squander).  4.  sail  (of  a  boat). 

*  These  forms  were  slightly  varied,  the  last  to  suit  the  month  and  the  weather, 


EXAMINATIONS   IN  NORFOLK  COUNTY.      127 

MarTcing  of  Penmanshijy.  —  The  penmanship  was  marked  for 
its  legibility  and  uniformity  and  for  what  it  promised  in  these, 
and  in  rapidity.  The  standard  was  the  greatest  excellence  at- 
tained by  some  of  the  best  writers  in  the  schools  that  excelled 
in  penmanship. 

Marking  for  Spelling. — Spelling  was  marked  by  a  percentage  of 
the  errors  made  in  spelling  the  words,  "  week,"  "  waste,"  "  rode," 
and  "  sail,"  and  by  a  percentage  of  the  errors  made  in  writing 
the  sentences;  there  being  in  the  sentences  ten  chances  for 
errors. 

Marking  for  Capitals  and  Punctuation.  —  Violations  of  the 
most  obvious  rules  for  capitals  and  punctuation  were  marked 
from  the  sentences;  there  being  seven  chances  for  errors  in 
the  use  of  capitals,  and  four  in  the  use  of  punctuation- 
marks. 

Marking  of  the  Letter.  —  The  percentage  given  for  the  sub- 
stance of  the  letter  was  about  equally  divided  between  the 
thought  and  the  expression.  In  making  up  the  percentage  for 
the  mechanical  execution,  twenty-five  per  cent  was  allowed  for 
penmanship,  twenty-five  for  correct  .spelling,  thirty  for  the  right 
use  of  capitals,  and  twenty  per  cent  for  the  punctuation.  In 
making  up  the  percentage  for  the  forms,  the  percentage  was 
equally  divided  among  the  five  items,  the  date,  address,  compli- 
ments, subscription,  and  arrangement  of  body,  of  the  letter. 

Arithmetic.  —  The  following  tests  were  applied  in  num- 
bers :  — 

1.  The  pupils  were  required  to  write  in  order  upon  the  paper 
the  answers  to  the  following  questions  :  — 

I.  How  many  are 

(1.)  Three  times  seven,  or  3  sevens? 

(2.)  Eight  times  nine,  or  8  nines? 

(3.)  Six  times  seven,  or  6  sevens? 

(4.)  Nine  times  five,  or  9  fives? 

(5.)  Seven  times  eight,  or  7  eights? 

(G.)  Seven  and  eight,  or  7  plus  eight? 

(7.)  Nine  from  seventeen,  or  17  less  9? 

(8.)  Nines  in  seventy-two?  (or  times  9.) 

(9.)  Eights  in  thirty-five?  (or  times  8.) 

(10.)  Suppose  you  go  to  the  store  with  a  quarter  of  a  dollar  (twenty- five 
cents)  in  your  pocket,  and  spend  ten  cents  for  a  slate,  and  the  rest  of  the 
money  for  oranges  at  three  cents  apiece,  how  many  oranges  would  you  buy? 

II.  Write  in  column,  and  add,  the  following  numbers:  184,  337,  692,  476, 
208,  356,  575,  993,  and  888. 


l-jH  noAlM)   OF    KDUCATIOX. 

Markinrj  of  Arithmetic  — Two  percentages  were  made  in 
marking:  tlir  arithmetic, —one  for  mental  arithmetic,  on  the 
rcsulu  in  the  first  ten  examples,  the  other  for  written  arith- 
metic, on  the  column  addition. 

Tksth  and  Makkino  for  Pupils  Eight  Years  in  School. 

Kkadino.  — The  test  in  oral  reading  for  pupils  in  the  gram- 
mar grft(h;  was  a  simple  story  selected  from  a  Fourth  Reader, 
"How  Johnny  bought  a  Sewing-Machine."  The  piece  was 
read  witiiout  previous  study,  three  books  being  used,  and  passed 
from  one  pupil  to  another. 

The  test  in  silent  reading  was  applied  by  giving  each  pupil  a 
printed  narrative,  which  he  read  silently,  and  then  wrote  in  his 
own  language  from  memory.  He  was  allowed  about  six  min- 
utes for  the  silent  reading,  and  about  an  hour  for  the  writing. 

The  following  is  the  narrative  :  — 

*'  Cyrus,  the  Persian  prince,  had  many  masters,  who  endeavored  to  teach 
him  every  thing  that  was  good;  and  he  was  educated  with  several  little  boys 
nltout  liis  own  age.  lie  was  a  boy  of  a  very  good  disposition,  and  a  humane 
temper;  but  even  in  his  youthful  games  he  showed  a  strong  desire  to  com- 
mand, and  other  boys  usied  to  make  him  their  khig.  One  evening,  his  father 
asked  him  what  he  had  done  or  learned  that  day.  '  Sir,'  said  Cyrus,  '  I 
was  punished  to-day  for  deciding  unjustly.'  — '  How  so?  '  said  his  father. 
•There  were  two  boys,'  said  Cyrus,  'one  of  whom  was  a  great,  and  the 
other  a  little  boy.  Now,  it  happened  that  the  little  boy  had  a  coat  that  was 
much  too  big  for  him,  but  the  great  boy  had  one  that  scarcely  reached  below 
iiis  miildle,  and  was  too  tight  for  him  in  every  part.  The  great  boy  proposed 
to  the  little  boy  to"  change  coats  with  him;  "because  then,"  said  he,  "we 
shall  be  both  exactly  fitted,  for  your  coat  is  as  much  too  big  for  you,  as  mine 
is  too  little  for  me."  The  little  boy  would  not  consent  to  the  proposal; 
upon  which  tlie  great  boy  took  his  coat  away  by  force,  and  gave  his  own  to 
the  little  lK>y  in  exchange.  "Wliile  they  were  disputing  upon  this  subject,  I 
chanced  to  pass  by,  and  they  agreed  to  make  me  judge  of  the  affair.  But 
T  decided  that  the  little  boy  should  keep  the  little  coat,  and  the  great  boy 
tiie  great  one,  for  which  judgment  my  master  punished  me.'  — '  TMiy  so?  ' 
.said  Cyrus's  father  :  '  was  not  the  little  coat  most  proper  for  the  little  boy, 
and  the  large  coat  for  the  great  boy?'  —  'Yes,  sir,'  answered  Cyrus,  'but 
my  mastt'r  told  me  I  was  not  made  judge  to  examine  which  coat  best  fitted 
cither  of  the  l)oys,  but  to  decide  whether  it  was  just  that  the  great  boy 
should  take  away  the  coat  of  the  little  one  against  his  consent;  and  therefore 
I  decided  unjustly,  and  deserved  to  be  punished.'  " 


EXAMINATIONS   IN   NORFOLK   COUNTY.      129 

Marking  of  Reading.  —  The  oral  reading  was  marked  for  the 
mechanical  execution  and  for  expression.  The  marking  for 
silent  reading  was  upon  the  degree  of  accuracy  which  the 
pupil  showed  in  writing  the  narrative  given  above.  A  hundred 
per  cent  was  allowed  when  the  story  as  a  whole,  and  the  es- 
sential particulars,  were  accurately  told. 

Writing,  including  Written  Expression,  Penmanship, 
Capitals,  Punctuation,  and  Spelling. —  The  writing  of 
the  narrative  was  intended  to  be  an  exercise  in  written  compo- 
sition. When  it  was  placed  in  the  hands  of  the  pupils,  they 
were  told  to  read  it  so  that  they  could  write  it  in  their  own 
language  from  memory. 

When  they  had  read  it,  they  were  furnished  with  ruled 
letter-paper,  and  were  directed  to  write  out  the  narrative,  using 
pen  and  ink ;  they  were  told  to  give  a  title  to  the  piece  if  they 
could  think  of  one,  and  to  do  the  work  as  well  as  they  could 
in  all  respects.  More  specific  directions  were  given  where  it 
was  thought  necessary. 

In  addition  to  the  spelling  in  the  written  narrative,  the  follow- 
ing words  were  dictated  for  written  spelling :  — 

1.  deluge.  ■                      6.  sugar. 

2.  decency.  7.  Chinese. 

3.  denies.  8.  complete. 

4.  colonel.  9.  supersede. 

5.  deterring.  10.  changeable. 

3Iarking  for  the  Written  Expression.,  Penmanship,  Capitals., 
Punctuation.,  and  Spelling.  —  Under  "  written  expression  "  were 
embraced  the  title  of  the  narrative,  the  omission,  misuse,  and 
repetition  of  words,  the  grammatical  construction,  and  the 
style  of  the  language.  In  marking,  a  slight  deduction  was 
made  for  the  repetition  or  omission  of  words ;  while  a  serious 
misuse  of  words,  an  error  in  grammatical  construction,  or  a 
gross  inelegance  in  the  use  of  language,  reduced  the  percent- 
age more  largely.  In  some  of  the  mixed  schools,  instead  of  the 
narrative,  letters  were  written.  These  were  marked  as  nearly 
as  possible  in  accordance  with  the  same  plan. 

In  a  few  instances  the  narratives  were  unfinished  from  no 
fault  of  the  pupils :  the  plan  of  marking  these  was  to  take  the 
longest  in  the  particular  school  where  they  were  written,  fix  its 
marks,  and  compare  the  others  with  that  one  as  a  standard. 
7 


i:iO  llOAUl)  ()[•    i:dl'catiun. 

The  junvmrnJiip  wuh  murked  from  tlif?  cluiractcr  of  tlio  hand- 
writing' in  tho  narrative  and  with  iffcnMicf  to  what  it  jnoniised 
as  well  aH  to  what  it  was. 

CapitaU  and  punrtiiution  wert;  enjhraced  in  one  percentage ; 
in  exercises  that  were  finished,  twenty  per  cent  being  allowed 
for  the  proper  use  of  quotation-marks  and  the  complement, 
eighty  per  cent,  for  other  marks  of  punctuation  and  capitals, 
while  a  deduction  was  made  according  to  a  general  plan  for 
t'xeriises  that  were  left  incomplete. 

For  spelling,  two  percentages  were  marked,  —  one  upon  the 
errors  in  the  written  exercise,  the  other  upon  the  errors  made 
in  spelling  the  ten  words,  "deluge,"  "decency,"  &c. 

The  former  percentage  was  found  by  allowing  a  hundred 
per  cent  if  the  narrative  contained  ten  lines  or  more,  and  was 
free  from  errors.  In  narratives  of  about  twenty  lines,  the  usual 
length,  five  per  cent  was  taken  off  from  a  hundred  for  each  mis- 
spelled word;  when  the  narratives  were  shorter  and  unfinished, 
a  larger  per  cent  was  deducted  for  each  error.  Somie  errors, 
as  the  repetition  of  a  misspelling,  were  considered  less  grave 
than  others,  and  were  but  lightly  marked. 

Arithmetic. —  Four  examples  were  given  to  pupils  of  this 
grade,  as  tests  in  arithmetic,  viz. :  — 

I.  The  addition  in  column  of  eleven  items,  each  containing 
three  orders  of  units.     (The  time  allowed  was  five  minutes.) 

II.  A  certain  number,  consisting  of  four  orders  of  units,  was 
given ;  the  pupils  were  directed  to  find,  by  the  shortest  process, 
what  would  be  the  result  of  multiplying  this  number  by  12,  and 
dividing  the  product  by  72. 

This  was  expressed  on  the  board  thus :  0000  X  12  -r-  72. 

III.  An  example  in  simple  interest  was  assigned ;  the  prin- 
cipal consisting  of  dollars  (four  places),  the  time  from  Aug.  20 
to  Dec.  6  of  the  same  year,  the  rate  eight  or  nine  per  cent ;  the 
interest  being  required. 

IV.  The  pupils  were  asked  to  find  the  cost,  at  ten  dollars  per 
rod,  of  the  fencing  required  to  enclose  and  separate  a  number 
of  rectangular  lots  of  land  which  adjoin  on  the  side,  and  have 
their  fronts  in  the  same  straight  line,  each  lot  being  two  rods 
wide  in  front  and  four  rods  long  on  the  side.* 

•  In  all  tlie  exercises  in  arithmetic,  the  pupils  used  Walton's  Tables,  by  which 
pupils  sitting  side  by  side  had  different  numbers,  though  practically  doing  the 
sumc  example. 


EXAMINATIONS   IN   NORFOLK   COUNTY.      131 

The  following  problem  was  assigned  to  pupils  in  this  grade 
who  had  not  studied  interest :  — 

A  certain  number  of  dollars  was  given  (different  numbers  to 
different  pupils):  the  pupils  were  to  suppose  this  sum  to  be  paid 
for  three-eighths  of  a  farm,  and  to  find  what  should  be  paid  for 
the  rest  of  the  farm  at  the  same  rate. 

MarMng  of  Arithmetic.  —  A  percentage  was  found  for  each  of 
these  examples  ;  account  was  taken  of  the  numerical  operation 
and  of  the  abbreviated  and  logical  process. 

How  THE  Tests  weee  applied. 

The  general  plan  of  the  examination  was  approved  by  several 
persons  of  experience,  to  whom  it  was  referred  before  being  ap- 
plied in  the  schools.  Some  gentlemen  of  the  committee  on  the 
examination  were  appointed  to  aid  me.  These  were  Rev.  J.  P. 
Bixby,  chairman  of  school  committee  of  Norwood ;  Mr.  J.  W. 
Allard,  superintendent  of  schools  of  Milton ;  Mr.  William  G. 
Nowell,  superintendent  of  schools  of  Weymouth ;  and  Mr. 
George  I.  Aldrich,  superintendent  of  schools  of  Canton.  Mr. 
Bixby  assisted  in  the  schools  of  fifteen  of  the  twenty-four  towns 
of  the  county;  the  other  gentlemen  in  the  remaining  towns, 
each  in  those  in  his  own  vicinity.  I  made  the  examinations  in 
oral  reading,  and  marked  the  pupils  of  both  grades  in  most  of 
the  schools ;  and  in  most  I  was  present  w'hile  the  examinations 
were  going  on  in  the  other  exercises.  By  the  aid  of  these 
gentlemen,  the  work  of  examining  was  greatly  facilitated,  the 
time  being  abridged  one-half  in  schools  having  pupils  of  both 
grades  examined.  Where  all  were  so  efficient,  it  is  not,  per- 
haps, necessary  to  make  mention  of  any  one ;  but  the  service  of 
Mr.  Bixby  was  so  great,  and  rendered  at  such  personal  sacrifice, 
as  to  be  worthy  of  special  recognition. 

The  school  committees  or  superintendents  of  schools  of  the 
respective  towns  were  present  in  most  instances,  and  aided  in 
arranging  and  preparing  the  children  for  the  examinations. 
The  teachers  also  assisted  in  this  part  of  the  work,  and  in  vari- 
ous ways  helped  the  examiners. 

The  examinations  were  begun  in  December,  and  ended  in  the 
following  May.  The  time  given  to  each  class  varied  from  one 
hour  to  one  hour  and  forty  minutes  in  the  primary  grade,  and 
from  one  hour  and  a  half  to  two  hours  in  the  grammar  grade. 
Generally  the  time  allowed  was  ample  for  the  large  majority  of 
the  class  to  complete  the  work. 


i:v2  I'.oAiii)  HF  i:i)cc.\  riox. 

In  some  few  instunueH  it  wiw  necessary  to  take  up  tlio  papers 
before  tliey  were  finished,  and  in  a  few  schools  the  written 
exercises  (»r  the  oral  reading  were  omitted  altogether.  Where 
the  exercises  were  assigned,  in  most  instances,  in  the  opinion  of 
the  examiners,  sufTicient  time  was  allowefl  to  do  the  work  re- 
<inired.  Where  this  was  evidently  not  the  case,  in  marking  the 
papers  for  the  tabulated  results,  allowance  has  been  made  for 
the  deficiency.  These  exjjlanations  will  account  for  most  of 
the  omissions  of  items  in  the  tables. 

The  leason  for  sometimes  abridging  the  work,  as  mentioned 
above,  was  fj)und  in  the  necessity  of  comideting  the  examina- 
tions during  the  winter  and  spring  terms,  in  the  desirability  of 
completing  them  in  each  town  as  soon  as  possible  after  they 
were  entered  upon  in  that  town,  and  of  giving  about  the  same 
amount  of  time  to  each  school.  The  occasion  also  for  abridging, 
in  some  cases,  was  the  time  consumed  in  some  of  the  towns  in 
reaching  the  schools,  the  delays  in  getting  the  work  before  the 
pupils,  owing  to  a  want  of  quickness  of  comprehension,  or  of 
familiarity  with  written  exercises,  and  the  habit  the  pupils 
have  of  writing  quite  slowly. 

The  writing  of  the  letters  was  omitted  in  a  few  schools  be- 
cause the  pupils  were  wholly  unused  to  the  exercise  of  letter  or 
composition  writing,  —  in  some,  in  fact,  could  neither  write,  nor 
make  the  printing  letters.  In  a  few  instances,  the  teachers  ob- 
jected to  submitting  their  schools  to  some  of  the  tests,  and 
their  feelings  were  regarded. 

It  was  found  from  the  examinations  in  the  first  two  or  three 
schools,  that  the  pupils  required  more  time  than  was  anticipated 
when  the  questions  were  prepared  ;  accordingly,  without  chan- 
ging their  general  character,  two  of  the  questions  in  arithmetic 
for  the  grammar  grade  were  slightly  shortened  when  given  in 
other  schools.  The  questions  given  in  the  towns  marked  C  and 
T,  however,  were  in  all  essential  points  the  same  as  were  given 
in  the  town  marked  A,  which  was  the  first  examined.  The  tests 
given  in  the  early  pages  of  this  report,  with  the  ^light  excep- 
tions elsewhere  named,  were  uniformly  applied  in  all  the  other 
towns.  The  tests  were'  submitted  orally,  and,  when  practica- 
ble, written  upon  the  blackboard  also:  all  proper  explanations 
were  given,  and  questions  answered,  by  the  examiners. 

Some  schools  had  no  pupils  between  the  ages  of  eight  and  a 
half  and  ten  and  a  half  years  who  could  do  the  work  prepared 


EXAMINATIONS  IN  NORFOLK   COUNTY.      133 

for  their  respective  grades.  The  questions  were  sometimes 
modified  to  suit  the  attainments  of  the  children,  but  the  re- 
sults of  the  examination  do  not  appear  in  the  tables.  On  the 
other  hand,  there  were  a  few  schools  where  the  pupils  that  did 
the  work  were  all  under  the  age  reported,  and  their  work  of 
course  does  not  appear. 

There  was  nowhere,  on  the  part  of  the  teachers,  indifference 
to  the  results  of  the  examinations ;  there  was,  indeed,  solicitude 
with  many  while  the  examinations  were  in  progress,  and  this 
was  shared  in  some  cases  by  the  school  committees.  But  this 
feeling,  which  was  quite  natural  and  entirely  proper,  was  gen- 
erally exercised  with  good  sense  and  a  due  regard  to  the  ends 
to  be  attained  by  the  examinations.  Teachers  and  committees 
manifested  a  desire  to  make  the  examinations  a  fair  test  of 
the  attainments  and  ability  of  the  pupils,  and  such  in  general 
it  is  believed  they  were.  It  is  a  pleasure  to  be  able  to  testify 
to  the  excellent  spirit  manifested  by  all  towards  the  examina- 
tion and  the  examiners. 

The  Marking,  and  Tabulation  of  the  Results. 

On  the  completion  of  the  visitations  of  the  schools,  there 
were  about  four  thousand  papers  to  examine  and  mark.  This 
required  the  handling  of  each  paper  many  times,  for  each  was 
to  be  marked  for  at  least  twelve  different  results,  some  of  these 
depending  upon  several  particulars.  And  the  work  of  aggre- 
gating and  averaging  these  would  then  remain  to  be  done.  No 
time  that  I  could  command  would  be  sufficient  to  bring  out  the 
results  of  the  examinations  in  the  current  year.  Mr.  William 
G.  Nowell  was  accordingl}'  appointed  by  the  committee  to  assist 
in  this  part  of  the  work.  To  this  he  devoted  considerable 
time  in  the  summer  months,  rendering  most  efficient  service  in 
marking  the  papers  in  penmanship,  arithmetic,  and  spelling,  and 
in  tabulating  the  results  of  the  primary  grade.  The  report  is 
indebted  to  J\Ir.  Nowell,  also,  for  several  interesting  details. 

It  is  proper  to  state,  also,  that  Mrs.  Walton  has  spent,  since 
the  first  of  June,  on  an  average,  six  hours  a  day  in  marking 
the  papers,  in  verifying,  and  in  tabulating.  This  part  of  the 
work  has  required  much  more  time  and  labor  than  was  antici- 
pated. I  regret  that  it  has  so  long  delayed  the  report;  but, 
with  the  demands  made  upon  my  time  by  other  official  duties, 
it  was  impossible  to  present  it  at  an  earlier  date. 


184  BOAKI)   OF   EDUCATION. 

ri:i{.S()NAL   OHSKRVATIONS    IN   THK   SCIICXJLS. 
HosiiUs  tlio  tuhlos  of  ixTcc'iita^'cs,  and   for  the  better  urnler- 
8tuii(liii^'  of  these,  I  dchire  to  give  the  ntsiilts  of  my  personal 
observjilionB. 

Reading. 

The  exereise  of  readiiifj  involves  two  distinct  processes,  —  the 
forming  of  the  ideas  and  thoughts  in  our  own  minds  by  looking 
at  tlic  words,  and  the  utterance  of  the  words  so  as  to  excite 
ideas  and  thoughts  in  the  minds  of  others. 

By  this  analysis  we  see,  first,  that  reading  is  something  more 
than  recognizing  ami  j)ronouncing  words:  the  words  are  signs, 
and  are  to  be  recognized  only  as  a  m(;ans  of  awakening  ideas 
and  thoughts.  If  the  pupil  does  not  have  these  awakened  by 
the  words  he  uses,  he  does  not  read  at  all ;  nor  is  the  process, 
so  far  as  reading  is  concerned,  simply  useless,  it  is  dangerous, 
just  in  proportion  to  the  facility  with  which  the  words  are 
called. 

In  the  second  place,  we  see  that  there  are  two  distinct  objects 
to  accomplish  in  teaching  to  read.  The  reader  is  to  learn  to 
associate  in  his  own  mind  ideas  and  thoughts  with  their  written 
or  printed  signs ;  he  is  to  learn  to  utter  these  words  so  as  to 
awaken  in  the  minds  of  others  such  ideas  and  thoughts  as  the 
words  are  intended  to  awaken.  There  are,  then,  two  kinds  of 
reading,  —  silent  and  oral.  Which,  if  either,  of  these  two  kinds 
should  the  schools  make  the  important  end  in  teaching?  This 
is  equivalent  to  asking,  which  will  be  most  useful  to  the  pupil, 
or  most  used  by  him  ? 

Oral  reading  is  useful  in  training  the  organs  of  speech  to  the 
accurate  enunciation  of  words,  in  training  the  vocal  organs  to 
the  production  of  the  proper  tones,  and  in  training  the  organs 
of  respiration  to  give  the  proper  force  in  the  utterance  of  words 
and  in  the  modulation  of  the  voice ;  all  of  which  are  useful  in- 
strengthening  the  organs  themselves,  in  fitting  the  pupil  to  use 
language,  and  to  speak  so  that  he  can  be  heard.  This  mechani- 
cal part  of  reading  is  useful  in  various  ways. 

Oral  reading,  as  a  means  of  communicating  the  thoughts  our- 
selves or  others  have  penned,  is  not  to  be  lightly  esteemed ;  it 
merits  on  this  account  more  skill  than  is  ordinarily  bestowed 
upon   reading.      For   this   implies   a   clear  conception   of  the 


EXAMINATIONS  IN  NORFOLK  COUNTY.      135 

thoughts  of  the  author,  an  appreciation  of  his  feelings,  and  such 
a  power  of  expression  as  perfectly  to  excite  these  thoughts  and 
feelings  in  the  mind  of  the  hearer.  It  implies  the  ability  to 
give  ourselves,  mind  and  body,  in  service  to  others.  But  the 
little,  comparatively,  which  most  persons  read  for  the  instruc- 
tion of  others,  would  not  constitute  a  sufficient  ground  for  giving 
oral  reading  the  prominence  it  has  in  the  schools. 

If  we  reflect  that  the  reading  which  men  in  general  do  is  done 
for  themselves,  we  shall  see  that  the  pupil  is  to  learn  silently 
to  take  the  sense  from  the  words  of  the  written  or  printed  page. 
The  relation  of  silent  reading  to  all  knowledge  acquired  by  the 
reading  of  books  is  such  that  the  ability  to  read  silently  can 
scarcely  be  over-estimated. 

The  above  distinction  between  silent  and  oral  reading  is 
important,  as  showing  the  true  end  of  teaching  reading ;  but 
the  fact  is,  that  oral  necessitates  silent  reading,  and  the  effec- 
tiveness of  the  former  depends  largely  upon  the  quality  of  the 
latter.  Oral  reading  is  to  be  taught  chiefly  as  presenting  the 
best  occasion  for  the  exercise  of  the  powers  of  the  mind  in  ac- 
quiring, for  the  sake  of  giving,  the  sense  of  what  is  written. 

In  teaching  oral  reading,  then,  while  the  teacher  may  not  lose 
sight  of  the  fact  that  the  chief  end  of  reading  is,  to  give  the 
pupil  facility  in  obtaining  the  ideas  and  thoughts,  he  will  lead 
him  to  keep  constantly  in  mind  the  wants  of  the  hearer.  This 
will  give  a  proper  direction  to  the  aim  of  the  pupil,  both  in 
preparing  for  his  reading,  and  in  the  reading  itself.  It  will 
tend  to  direct  his  attention  away  from  himself,  and  stimulate 
him  to  jnake  his  best  effort,  by  placing  the  right  motive  within. 

This  may  seem  to  be  setting  up  an  ideal  standard  :  it  must  be 
confessed  that  it  is  not  generally  reached  ;  but  it  is  believed  to 
be  entirely  practicable,  even  in  the  lower  grade  of  schools,  to 
teach  the  pupil  to  read,  prompted  solely  by  the  desire  to  affect 
the  mind  of  another.  This  motive  cannot  be  employed  too 
early,  or  too  exclusively.  When  this  desire  is  the  motive,  the 
-pupil  will  feel  the  necessity  of  first  understanding  for  himself 
what  he  is  to  read.  The  necessity,  prompted  by  this  motive, 
must  result  in  giving  him  facility  in  reading  for  himself. 

In  the  examinations,  the  oral  reading  was  considered  a  test  of 
the  ability  of  tlie  pupils,  both  to  take  and  to  give  the  sense 
of  a  kind  of  reading  with  which  they  were  supposed  to  be  famil- 
iar.    The   results  were  widely  different.     On   the   one  hand, 


186  HOARD   OF   KDUCATION. 

thrrr  wiTo  nmny  pupilM  in  hotli  ^'nidcH,  hut  particularly  in  tlie 
priiimry,  who  calh'fl  (»(T  tlio  wordn  in  a  droning  and  monotonous 
way,  or  nhouted  Ihoni  <»ut  on«  aftiT  tlio  other  with  as  little 
regard  to  tho  thought  an  if  they  had  hcon  the  columns  of  a  spell- 
ing-ho(.k.  On  iho  other  haiul,  there  were  pupils  who  had  formed 
the  hahit,  while  reading,  of  looking  forward  to  the  end  of  the 
Honlence,  tluit  they  might  comprehend  the  thought  before  utter- 
ing tiie  words.  In  some  instances  pui)ils  asked  to  be  allowed  to 
read  their  paragraph  again,  saying  they  did  not  understand  it 
before.  The  cau.scs  for  these  differences  are  found  in  the  dif- 
ference in  the  tact  of  the  teachers,  and  in  the  difference  in  their 
methods  and  aims  :  I  am  not  inclined  to  admit  that  they  result 
»o  largely  from  the  superiority  of  the  children  in  any  town  or 
in  a  particular  part  of  a  town,  as  in  some  instances  members 
of  the  school  committees  claimed. 

In  general,  oral  reading  is  made  the  end ;  and  the  conception 
the  teacher  has  of  this  is  frequently  limited  to  the  articulation 
of  words,  to  the  loudness  or  fluency  of  utterance,  to  the  position 
of  the  body,  to  the  holding  of  the  book,  in  some  instances  to  cor- 
rect pronunciation,  and  sometimes  to  extreme  precision  in  all 
these,  and  to  a  straining  after  the  elements  which  are  the 
means  of  exin-ession.  The  voice  is  often  made  simply  to  repeat 
the  words  of  the  paragraph  that  falls  in  the  class  to  "  the  next," 
or  at  most  led  only  to  imitate  in  a  servile  manner  the  reading 
of  the  teacher ;  or,  if  trained  in  tone,  pitch,  rate,  stress,  inflec- 
tion, and  so  on,  it  is  not  in  the  use  of  these  to  the  expression  of 
thought.  And,  as  for  any  systematic  analysis  by  which  the 
pupil  learns  to  make  a  careful  and  independent  study  of  his 
piece,  it  is  but  little  practised  in  the  schools,  even  of  the  gram- 
mar grade. 

In  the  larger  number  of  the  primary  schools,  the  teachers 
seem  to  regard  the  expression  of  thought  as  not  wnthin  the 
province  of  the  young  pujiil.  No  greater  mistake  can  be  made 
than  this:  the  little  child  should  read  with  expression  the  first 
time  and  every  time  he  reads.  He  uses  slides  of  the  voice, 
and  stress,  when  he  has  thoughts  and  feelings  of  his  own  to 
utter,  and  this  long  before  he  goes  to  school:  can  he  not  be 
taught  to  use  them  in  expressing  the  thoughts  and  feelings  of 
others?  He  has  the  means;  fix  in  him  the  motive  by  directing 
his  attention  to  the  thought;  if  he  has  this,  he  can  hardly  fail 
to  express  it.     The  training  will  at  least  be  an  easy  and  agree- 


EXAMINATIONS  IN  NORFOLK   COUNTY.      137 

able  task.  Where  bad  habits  are  confirmed  in  childhood,  it 
requires  the  skilled  hand  of  a  professor,  later  on,  to  make  a 
good  reader. 

A  difference  in  the  quality  of  the  reading  results  from  the 
method  of  the  early  teaching  of  the  child.  If  the  teaching  is 
strictly  by  the  ABC  method,  in  which  the  child  is  taught  to 
spell  out  the  words  before  pronouncing  them,  and  then  to  pro- 
nounce them  word  after  word  without  reference  to  the  sentence 
they  form,  the  mind  is  directed  chiefly  to  the  spelling-out  and 
pronunciation  of  the  words,  and  is  thus  turned  away  from  the 
thought  and  expression.  Where  the  reading  is  taught  by  the 
object  and  word  method,  the  interest  awakened  in  the  child,  in 
the  object  of  knowledge,  naturally  leads  to  an  interest  in  the 
words  and  in  the  reading.  Instead  of  something  imposed  upon 
the  pupil,  which  blunts  the  mind  to  all  mental  effort  except  to 
escape  from  the  drudgery,  the  process  excites  the  desire  to  know 
and  to  tell,  and  thus  puts  within,  motives  which  give  facility  in 
acquiring  knowledge,  and  make  the  mind  skilful  in  associating 
ideas  and  thoughts  with  words,  and  in  using  the  physical  organs 
as  instruments  for  expression.  Norfolk  County  is  not  without 
many  excellent  examples  of  the  right  method  and  aims  in 
teaching,  while  examples  of  tact  are  common  which  produce 
good  results  in  apparent  disregard  of  methods. 

Table  (A),  appended  to  this  report,  will  show  the  methods  at 
present  in  use,  and  those  in  use  four  years  ago,  in  the  several 
towns  of  the  county,  in  teaching  beginners  to  read.  The  table 
shows  considerable  change  in  the  four  years,  which  indicates  an 
awakened  interest  in  the  teaching  of  reading  that  may  more 
than  counterbalance  the  effects  of  bad  methods  at  an  earlier 
period.  It  was  thought  that  possibly  the  differences  in  reading 
might  be  shown  to  result  from  the  different  methods  of  teaching. 
There  are  too  many  modifying  circumstances,  however,  to  make 
the  table  valuable  as  evidence  upon  this  point.  It  is  inserted  in 
the  report  as  interesting  historically,  and  as  likely  to  have  a  bear- 
ing upon  the  future  progress  in  the  art  of  reading  in  the  county. 

I  found  in  many  of  the  schools  that  the  pupils  were  attempt- 
ing to  read  in  books  wholly  beyond  their  comprehension ;  the 
Fourth  and  Fifth  Readers  were  in  repeated  instances  in  use  by 
children  who  could  not  readily  call  the  words  of  the  simplest 
lesson  in  the  Third  Reader  which  I  gave  them. 

Of  some  of  the  schools  in  one  town,  my  notes  say,  "  The 

18 


i;58  JIOAKI)   OF   KDUCATION. 

cliildrcii  wtir  ill!  iciuling  in  books  too  advanct'<l  for  tliein  ;  none 
of  those  I  ut(t'nii>tL'(l  U)  lioar  read  in  the  Third  lieader  could 
call  words  in  the  Second.  Yet  all  were  in  the  Third  that  had 
not  already  taken  up  the  Fourth.  Nearly  all  of  the  school 
s1k)u1(1  he  kept  in  a  j;rade  of  reading  not  above  that  of  the 
Third  Reader.  What  is  true  of  these  schools  is  true  of  the 
county  as  a  whole  :  very  many  of  the  children  are  trying  to 
read  in  books  beyond  their  years." 

To  counteract  this  tendency,  some  of  the  towns  have  a  plan 
of  furnishing  additional  works  supplementary  to  tlie  ordinary 
reader.  Several  sets  of  different  series  of  readers,  of  the  first, 
second,  and  third  grades,  are  purchased  at  public  expense, 
and  passed  around  from  school  to  school  throughout  the  town. 
The  superintendent  of  schools  in  one  of  the  towns  remarked 
that  the  primary  schools  in  his  charge  had  read  the  First,  Sec- 
ond, and  Third  Readers,  of  all  the  series  that  are  worth  reading. 
By  this  means  the  pupil  can  be  kept  upon  reading  suited  to 
his  capacity,  and  is  able  thoroughly  to  master  the  vocabulary 
of  one  grade  before  attempting  a  higher. 

It  is  very  desirable  to  secure  in  the  pupil  a  love  for  reading 
while  in  the  schools.  This  love  is  fostered  by  the  facility  with 
which  the  pupil  learns,  and  by  what  he  reads.  The  acquisition 
of  real  knowledge  which  is  incident  to  a  riglit  method  of  teach- 
ing is  a  stimulus  to  this  love.  In  those  schools  which  I  visited 
where  the  teacliing  was  begun  by  teaching  the  object,  then, 
Mith  the  blackboard  or  chart,  its  name,  and  finally  producing 
a  written  sentence  which  expressed  the  pupil's  or  teacher's 
thought  of  the  thing,  I  found  an  evident  interest  in  reading, 
which  was  in  marked  contrast  with  what  was  seen  where  the 
ABC  method  was  in  vogue. 

With  this  rational  mode  of  teaching,  the  vocabulary  of  the 
pupil  names  real  ideas  to  him.  The  words  of  the  book,  of  part 
of  it  at  least,  are  taught  him  in  this  wav  before  the  book  is 
placed  in  his  hand ;  so  when  at  length  he  has  the  book,  it  is  a 
delight,  and  not  a  task,  to  read  its  simple  and  pleasing  stories. 

A  good  method  and  aptness  in  teaching,  with  suitable  sup- 
plementary reading,  cannot  fail  to  increase  this  love.  There  are 
sufficient  facts  in  Norfolk  County  to  prove  this  to  be  the  prao- 
tieal  result. 

With  the  exception  of  a  single  school  of  considerable  size, 
so  far  as  noticed,  the  girls  of  the  higher  grade   are   better 


EXAMINATIONS   IN   NORFOLK   COUNTY.      139 

readers  than  the  boys.  The  difference  in  most  is  quite  marked. 
I  can  see  no  reason  in  the  schools  themselves  why  this  should 
be  so ;  but,  if  the  examiners  are  not  mistaken  in  their  observa- 
tions, the  fact  is  worthy  of  the  consideration  of  teachers  and 
committees,  as  well  as  of  the  boys  themselves  and  their  parents. 

So  far  as  I  could  discover,  with  rare  exceptions,  little  atten- 
tion is  given  to  what  the  children  read,  or  to  reading  for  the 
acquisition  of  knowledge,  if  we  leave  out  of  account  the  text 
of  books  committed  to  memory  for  recitation.  The  time  of 
reading  in  both  grades  seems  to  be  mostly  occupied  in  teach- 
ing to  call  the  words  properly,  without  reference  to  the  amount 
or  kind  of  knowledge  the  pupil  is  to  acquire.  As  an  excep- 
tion I  saw  in  a  few  of  the  schools  sentences  used  as  reading- 
lessons  for  the  younger  pupils,  which  were  evidently  designed 
to  teach  some  useful  knowledge.  Some  exceptions  were  noticed 
also  in  the  grammar  grades,  where  books  of  history  w^re  sub- 
stituted in  part  for  the  reading-books;  not,  however,  in  the 
few  cases  I  saw,  with  any  evident  gain  either  to  the  exercise  of 
reading  or  to  the  knowledge  of  history. 

I  see  no  reason  why  the  earliest  lessons  taught  in  the  primary 
schools  should  not  be  so  arranged  and  conducted  as  to  teach 
those  elementary  facts  of  plants,  and  those  terms,  which  will 
afterwards  be  used  in  the  study  of  botany, — that  knowledge  of 
animals  and  minerals  which  will  afterwards  be  used  in  zoology 
and  mineralogy,  those  forms  and  names  which  will  afterwards 
be  used  in  geometry,  and  so  on ;  and  no  reason  why  the 
simple  facts  which  underlie  the  other  sciences  should  not  be 
acquired  through  the  reading-exercises  of  the  intermediate 
schools.  Portions  of  history  can  be  selected  which  are  suited 
to  oral  reading ;  but,  like  the  selections  in  the  advanced  readers, 
the  reading  can  hardly  be  worthy  the  time  and  attention  of  the- 
class  till  it  has  been  the  subject  of  careful  study  by  the  reader. 

While  the  pupils  should  read  more  than  they  now  do,  and 
read  to  gain  useful  knowledge,  it  would  be  a  mistake  to  abandon 
the  use  of  well-chosen  reading-books  for  study  and  practice. 
These  are  distinguished  from  the  books  for  general  reading  by 
being  arranged  with  reference  to  training  and  culture.  Before 
his  oral  reading  the  older  pupil  should  study  each  selection, 
first  to  obtain  a  knowledge  of  the  piece  as  a  whole,  then  to 
get  the  sense  of  each  paragraph,  of  each  clause,  and  finally  to 
determine  what  words  to  emphasize  that  he  may  give  the  sense 


140  I'.OAIM)    OF   EDUCATION. 

to  tlif  iKiircr.  '1  his  kiml  of  work  cannot  be  done  ])y  tlu,- pri- 
iiiiiry  pupil,  ivnd  his  rcudinj,'  hhouhl  not  retiuire  it ;  hut  in  the 
upper  pnule  this.  Khould  ho  done  with  every  reading-lesson. 
The  lessons  of  the  reading-hook  furnish  the  occasions  for  this 
study.  And  this  is  jirec^scly  what  is  needed  to  prepare  the 
student  to  read  with  profit  history  or  whatever  he  may  read 
before  his  class. 

By  such  a  plan  of  study  the  oral  reading  becomes  a  personal 
effort  to  express  the  results  of  the  pupil's  own  judgment.  It 
brings  into  requisition  a  class  of  books  not  common  at  present 
in  the  schools,  —  biogi-aphies,  gazetteers,  encyclopsedias,  and 
other  books  of  reference. 

The  percentages  for  oral  reading  for  the  county  are  about 
one-eighth  higher  than  the  total  average  of  all  the  studies. 
There  are  two  reasons  for  this :  first,  the  marking  is  not  based 
upon  the  ideal  standard  of  the  examiner,  but  upon  the 
ordinary  estimate  of  school  reading;  and,  second,  oral  read- 
ing ordinarily  receives  a  large  share  of  attention  during  the 
whole  period  of  the  schooling  of  the  child,  and  really  by  the 
common  standard  shows  better  results  than  any  other  study 
taught. 

The  silent  reading  in  the  upper  grade,  as  determined  by  the 
written  narrative,  is  not  marked  so  high  as  the  oral ;  the  standard 
was  more  absolute.  The  pupils  who  told  the  story  as  a  whole, 
including  all  the  essential  particulars,  were  ranked  one  hun- 
dred per  cent  in  the  silent  reading;  those  who  failed  to  get 
the  essential  point  of  the  story  were  marked  from  forty  per 
cent  upwards  to  sixty-five,  according  to  the  accuracy  with  which 
their  writing  was  true  as  to  particulars ;  while  those  who  had 
misapprehended  the  story  altogether  were  marked  from  fifty 
per  cent  dow'nwards  according  to  the  misstatements  they  made. 

It  will  be  seen  by  a  few  specimen  copies  of  the  narrative, 
printed  below,  that  the  exercise  revealed  wide  differences 
in  the  ability  of  the  pupils  to  get  the  sense  by  silent  read- 
ing. These  differences  are  not  confined  to  indi^'iduals :  they 
characterize  whole  schools.  There  are  exceptionally  good 
papers  found  in  schools  which  wrote  poorly  as  a  whole  ;  the 
reverse  of  this  is  also  true.  The  following  are  printed  ver- 
batim. Facsimiles  of  others  will  be  found  at  the  close  of  the 
report. 


EXAMINATIONS  IN  NORFOLK  COUNTY.      141 

Sajmples  of  Naeratives  written  from  Silent  Reading, 
BY  Pupils  in  the  GRA:yiMAR  Grade. 

I. 

Punished  For   Deciding  Unjustly. 

Cyrus,  the  Persian  prince,  had  a  gi-eat  many  masters,  who  endeavcfred  to 
teach  him  every  thing  that  was  good  ;  he  was  educated  with  several  little 
boy's  about  his  own  age.  He  was  of  a  good  disposition  and  humane  tem- 
per, but  even  in  his  youthful  day's  he  possesed  a  strong  desire  to  command, 
and  the  boys  often  made  him  their  king.  One  night  his  father  said  to  him 
"  what  have  you  done  and  learned  to  day  "  "  Sir,"  said  Cyrus  "  I  was  pun- 
ished for  deciding  imjustly.  "  How  so  "  said  his  father.  "  There  were  two 
boy's  one  a  great  and  the  other  a  little  boy;  the  little  boy  had  a  coat  that 
was  much  to  big  for  him  and  the  large  boy  had  a  coat  that  was  much  to 
small  and  tight  for  him  in  every  part.  The  large  boy  proposed  to  exchange 
coats  "  '  for  said  he  we  shall  then  be  even  for  my  coat  which  is  much  to  small 
for  me  will  be  right  for  you.'  "  But  the  little  boy  would  not  change  so  the 
large  boy  took  the  little  one's  coat  and  gave  him  his  in  return;  just  then  I 
happened  to  be  passing  and  they  said  that  I  should  be  the  judge.  I  decided 
that  the  little  boy  should  keep  the  little  coat  and  the  large  boy  should  keep 
the  great  coat.  And  so  I  was  punished.  "  How  so  said  his  father  was  not 
the  large  coat  more  suitable  for  the  large  boy  and  the  small  coat  for  the  little 
one.  "  Yes  sir  "  said  Cyrus  but  the  teacher  said  that  I  was  not  called  upon 
to  judge  which  was  the  most  suitable  but  whether  it  was  right  for  the  large 
boy  to  take  away  the  little  boy's  coat  without  his  consent.  "  So  "  said  Cyrus 
"  I  was  justly  punished." 

n. 

The  Persian  Prince. 

Cyrus,  the  Persian  Prince,  had  a  great  many  masters,  who  tried  to  teach 
him  goods  things;  and  he  was  educated  with  several  other  boys  of  his  age. 
He  was  a  very  good  tempered  boy,  and  had  a  humane  spkit.  He  had  a 
strong  desire  to  command,  and  the  other  boys  made  him  their  king. 

One  day  his  father  asked  w^hat  he  learned  or  done  during  the  day.  "Sir, 
said  Cyrus,  "I  was  punished  to  day  for  deciding  unjustly."  "  How  so?  " 
asked  father.  "To-day"  said  Cyrus,  there  w-ere  two  boys,  one  a  great 
one  and  the  other  a  small  one.  It  happened  that  the  big  boy  had  a  coat 
that  was  a  great  deal  too  small  for  him,  while  the  small  boy  had  a  coat  that 
was  too  large  for  him.  The  large  boy  proposed,  that  the  little  boy  should 
exchange  coats  with  him.  But  the  little  boy  did  not  want  to  do  this,  there- 
fore the  big  boy  took  it  away  from  him  by  force.  I  chanced  to  be  passing 
by  and  they  called  upon  me  to  decide.  I  gave  the  little  boy  the  small  coat, 
and  the  big  boy  the  large  coat."  "  Why  were  you  punished  for  that?" 
asked  his  father,  "because  the  teacher  said  I  was  not  to  be  the  judge  of 
whose  coat  it  shoud  be,  but  that  whether  it  was  right  or  not  for  tfie  big  boy 
to  take  away  the  coat  from  the  small  boy,  therefore  I  was  punished." 


142  liOARD   OF   EDUCATION. 

HI. 
Justice  and  Unjuatice. 
Cvnis,  tlm  IVrsian  prinor;  liad  a  j^roat  many  mawters  who  trinrl  to  toach 
liiiii  cvrry  thinij  tliat  was  li^'lit.  IIo  liad  wn-oral  other  l>oys  f;ducated  with 
liim.  IIo  had  a  very  pf^xl  disj>f).silion  but  ho  liked  to  command.  When 
tliey  u.s<!d  to  phiy  hi.s  playmates  used  to  have  him  for  their  king.  One  even- 
ing hi.s  father  asked  him  what  ho  had  learned  that  day.  "  I  wa.s  jmnished 
for  ilociding  unjustly,"  he  said.  "What  did  you  do?"  asked  his  father, 
"  Why,"  he  said,  "it  happeneil  this  wajr.  There  were  two  hoys  a  large  boy 
and  a  small  boy.  The  small  i)oy  had  a  coat  too  large  for  Jiim  and  the  large 
l)oy  had  a  coat  that  was  too  small  for  him  in  every  part.  Now  the  large  boy 
wanted' the  small  boy  to  exchange  coats  with  him.  ITie  small  Ixjy  didn't 
want  to  and  so  the  large  boy  took  it  away  from  liim.  Just  then  I  came 
along  and  they  watited  me  to  decide  for  them.  I  thought  that  the  small  boy 
ought  to  keep  the  coat.  The  master  said  that  I  ought  not  to  decide  which 
coat  fitted  the  best  but  whether  tlie  large  boy  had  a  right  to  take  the  coat  by 
force.     So  I  had  decided  unjustly  and  deserved  to  be  punished." 

IV. 
Anecdote  of  Crnus. 
Cyrus,  a  prince  of  Persia,  had  many  teachers,  and  he  was  educated  with 
other  boys  of  his  age.  As  he  liked  to  take  the  lead,  his  companions  made 
him  there  King.  One  day  his  father,  asked  him,  what  he  had  learned  that 
day.  Sir,  said  he,  their  was  two  boys,  one  great,  and  the  other  small,  the 
small  one,  had  a  coat  much  to  large  for  him,  and  the  greateone  had  one  to 
small,  then  the  great  one,  proposed  to  change,  but  the  small  one,  would  not 
consent,  and  as  I  chanch  to  be  passing  by,  they  made  me  judge.  I  decided 
in  favor  of  the  Great  one,  thefore  my  master,  puished  me.  ^^^ly  so  said 
his  father,  was  not  the  large  coat  better  for  the  large  boy,  and  the  small  coat 
for  the  small  boy.  Sir,  my  master  asked  me  if  it  was  just,  to  ttake  the  coat 
away  without  consent,  and  as  I  had  judged  wrong,  I  deserved  to  be  punished. 

V. 

Quarrel  about  a  coat. 

Cyrus,  the  Persian  prince,  had  good  many  masters,  his  father  asked  him 
if  he  had  done  anything  wrong  to  day,  and  he  said,  lie  had  lieen  punished, 
and  his  father  asked  him,  what  he  had  been  punished  for,  and  he  said  he 
had  quarraled  with  another  boy. 

What  about,  said  his  father,  and  C5TUS  said  that,  a  boy  he  was  with,  had 
on  a  big  coat,  that  just  fited  him,  and  his  coat  was  to  small  for  him-self ,  and 
this  other  boy  wanted  to  exchange  with  him. 

But  Cyrus  would  not,  just  then  a  man  came  up,  and  settled  the  dispute, 
saying,  that  the  big  boy  did  very  wrong  in  tareingthe  coat  off  the  smaller  boy. 

So  Cyrus  had  to  be  punished  for  not  giving  up  his  coat  to  the  other  boy. 

YI. 
Cryas  the  Persian  Prince 
Cryas  was  a  disobiant  boy.     The  little  boy  thought  that  the  large  Coat 


EXAMINATIONS   IN   NORFOLK   COUNTY.      143 

would  be  better  for  him,  and  the  large  boy  thought  that  the  small  coat  would 
be  better  for  him  But  the  large  coat  was  as  mush  to  small  for  the  small  boy 
as  the  large  coat  was  for  the  large  The  large  boy  had  ought  to  have  had 
the  large  coat  and  the  small  boy  the  small  coat,  I  think  that  Cryus  was  a 
greedy  boy. 

VII. 
Prince  of  Persia 
Cyphus  the  Prince  of  Persia  he  and  a  another  boy  went  out  to  walk  he  had 
a  long  f.oat  on  which  was  to  big.  for  him  the  other  boy  had  a  coat  which  was* 
to  small  for  hin  and  only  came  down  to  his  middle,  and  he  wanted  the  little 
boy  to  let  him  take  his  coat  (and  the  big  boy)  woud  let  him  take  his  little 
coat  so  Cyphus  father  came  and  said  why  wood  you  not  let  him  take  the  big 
coat  and  he  wood  take  the  little  coat  so  he  we  went  home  and  he  become  a 
prince 

VIII. 

There  was  a  man  by  the  name  of  Cjtus  who  was  a  Persian  Prince. 

He  had  a  very  nice  father,  and  asked  him  one  night  what  he  had  done  at 
school  that  day?     He  said,  "  That  he  had  done  something  unjustly." 

The  boys,  when  Cyi'us  was  playing  any  games  with  them  used  to  make 
him  their  king.  One  day  there  was  a  boy  who  had  a  new  coat,  with  Cyrus, 
and  Cyrus  wanted  to  make  a  change. 

The  one  that  the  boy  had  bought  was  very  much  to  large  for  him,  while 
Cyrus's  was  small. 

They  kept  on  for  two  or  three  days,  but  would  not  agree  upon  it. 

While  tltey  making  this  agreement,  Cyrus's  father  came  along.  Cyrus 
liad  a  very  humane  temper  and  was  very  gentle. 

Because  Cyrus  would  not  change  with  the  other  in  a  few  days  he  was  pun- 
ished. 

IX. 
The  boy  was  whiped  because  he  had  the  littles  boys  coat. 

X. 

Cyiiis  a  pursian  prince  was  a  pheasant  an  educated  boy  but  when  he 
came  home  that  night  his  father  asked  him  what  he  had  recieved  that  day. 
he  said  that  he  got  punished  at  school  his  father  asked  him  what  for  and 
he  said  that  there  was  a  great  boy  and  a  little  boy  had  a  goat  and  the  big 
boy  had  a  little  goat  and  the  little  boy  had  a  big  goat  the  big  boy  wanted 
to  exchane  goats  he  have  the  big  goat  and  the  little  boy  have  the  little 
goat  so  the  big  boy  took  his  goat  away  by  force  and  I  came  along  and 
they  wanted  me  to  be  juge  and  I  said  that  the  little  boy  should  have  the 
little  goat  and  the  big  boy  should  have  the  big  goat  and  so  that  is  what  I 
got  punished  for  in  school. 

XI. 

Cyrus  the  Persean  prince  he  was  a  boy  of  sense  One  evening  he  was  pass- 
ing by  the  house  a  small  boy  had  a  big  goat  the  goat  was  much  lai'ger  than 
the  boy  so  that  they  had  a  despute  over  the  goat  the  boys  have  hin  for  the 


^\^  jiOAi:D  or  edlcatiox. 

jiulgi!  Ill'  Ruvo  tlio  littln  hoy  tho  poat  \vh(!ii  ko  pjot  home  his  futhi-r  a-skod  hira 
if  hi>  viiiH  (;oo<l  lit  Hchool  hn  Haul  h*;  had  hu  puaishud  iuju.slly  hiii  father  siaid 
thut  hn  luuHt  ho  kind  to  ono  as  U)  the  other. 

WlUTlNG. 

Under  ^vri(iMg,  uro  included  pcnman.sliip,  spelling,  and  com- 
position. 

Pknmansfiip. — The  requi-sites  in  penmanship  are  legibility, 
uniformity,  and  rapidity.  I^cgibility  i.s  first  in  importance,  and 
is  to  be  lirst  attended  to  in  the  teaching.  To  secure  this,  we 
must  fix  in  the  mind  of  the  pupil  definite  forms  for  all  the 
characters.  Besides  knowing  these  forms,  the  pupil  must  be 
taught  uniformity  as  to  height,  width,  slant,  angles,  and  turns, 
aiul  the  proper  curve-lines  for  connecting  one  letter  with  an- 
other. These  elements  have  reference  both  to  the  uniformity 
and  rapidity  of  the  Avriting.  Though  rapidity  is  the  last- 
named  of  the  requisites  to  good  penmanship,  it  is  not  to  be  left 
out  of  account  in  the  early  training.  When  a  few  of  the  simple 
forms  can  be  executed,  the  training  for  rapidity  in  making  these 
should  begin.  No  little  importance  attaches  to  this  training. 
That  teaching  which  does  not  give  the  muscles  a  good  degree 
of  facility  in  executing  the  forms  which  the  mind  conceived, 
is  practically  a  failure. 

The  tests  which  were  submitted  in  the  schools  were  intended 
to  show  in  the  lower  grade  the  results  of  the  teaching  in  the 
first  two  of  the  above  requisites.  They  were  intended  to  show 
in  the  upper  grade  the  results  in  all.  Certainly,  if  the  schools 
are  to  teach  a  good  practical  handwriting,  it  must  be  before 
the  pupils  reach  the  age  of  fourteen  or  fifteen  years  ;  for,  at  an 
earlier  age  than  this,  the  large  majority  of  the  children  leave 
the  schools. 

Some  of  the  differences  in  the  results  reached  by  the  exami- 
nations are  worthy  of  special  notice.  While  some,  even  in  the 
lower  grade,  could  write  with  legibility  and  considerable  ease, 
and  some  with  apparent  freedom  and  an  approach  to  elegance, 
others  in  this  grade  were  obliged  to  use  the  Roman  letters  to 
write  their  exercises,  and  even  then  mingled  the  capital  and 
small  letters  in  a  promiscuous  manner. 

Where  the  writing  is  neglected  in  the  lower  grades,  the 
time  lost  cannot  be  regained  in  the  grammar  schools ;  the  result 
is,  that  much  poor  writing  is  done  by  pupils  just  ready  to 
graduate  from  the  advanced  classes  of  these  schools. 


EXAMINATIOXS   IN  NORFOLK   COUNTY.      145 

The  lithographs  appended  to  the  report  are  facsimiles  of  the 
penmanship  found  in  the  schools;  the  best  and  poorest  are 
selected  from  scores  not  dissimilar,  while  the  average  papers 
are  fair  samples  of  hundreds  of  their  kind. 

So  backward  are  some  of  the  schools  in  penmanship,  and  so 
forward  are  others,  that  there  are  many  primary  schools  whose 
upper  grade  is  more  advanced  than  the  upper  grade  of  many 
grammar  schools.  The  causes  for  this  difference  are  found 
chiefly  in  the  time  and  manner  of  learning  to  write.  If  the 
children  are  employed  for  the  first  three  or  four  years  mainly 
in  calling  the  words  of  the  reading-books,  in  committing  to 
memory  lists  of  words  for  oral  spelling,  in  studying  and  recit- 
ing arithmetical  tables  and  problems,  with  possibly  the  pages 
of  a  primary  geography ;  if  they  make  little  or  no  use  of  the 
slate,  and  none  whatever  of  paper,  for  written  exercises,  or  if 
they  use  these  simply  to  write  out  in  Roman  letters  the  words 
of  their  spelling-lessons,  and  to  make  the  tables  in  arithmetic ; 
if  they  have  no  systematic  teaching  in  making  even  these 
forms,  and  none  whatever  in  making  the  script  letters  or  in 
drawing  lines  and  figures, — it  will  not  be  surprising  if  excel- 
lence in  penmanship  should  be  rare  even  in  the  higher  grades 
of  the  schools. 

The  absence  of  early  training  is  perhaps  the  most  evident  in 
the  way  the  children  make  the  numeral  characters  ;  the  figures 
are  too  often  significant  as  signs  of  aimless  teaching,  and  want 
of  discipline  in  the  taught,  but  are  awkwardly  made  and  inele- 
gant as  symbols  of  numbers.  Yet  there  are  but  ten  of  these 
signs  used  to  express  the  innumerable  calculations  made  with 
numbers.  What  can  be  more  profitable  in  the  early  training  of 
the  pupil  than  to  teach  him  to  form  each  of  these  characters 
after  a  perfect  model?  Contrast  the  ungainly  5's  and  8's  of 
some  of  the  pupils  with  the  beautiful  forms  of  others,  and  it 
will  appear  at  once  that  the  culture  of  the  mind  will  pay  a 
thousand-fold  for  all  the  time  and  labor  required  to  teach  the 
child  to  make  these  useful  forms  with  taste  and  elegance ;  for 
the  difference  in  the  figures  is  a  trifle  compared  with  the  mind- 
culture  implied  in  coming  to  the  results. 

Neglect  to  teach  the  proper  forms  of  letters  and  figures  oc- 
casions much  groping  by  the  children.  As  an  illustration  of 
this  neglect,  a  large  number  of  children  introduce  after  o,  in 
certain  words,  a  superfluous  character  resembling  an   i;  the 

19 


140  liOAKI)   OF   EDUCATIOX. 

error  referred  to  ni:iy  ho  secui  in  llie  .'ii>j)onflcd  lithographs,  for 
exiiini)lo,  on  piige  2:U). 

The  wriliiij^  in  many  hcIiooIs  is  limited  to  what  is  done  in 
the  copy-hooks ;  this  is  especially  true  of  the  mixed  and  un- 
graded schools.  The  practice  of  writing  is  deferred  till  the 
pnpil  is  old  enough  to  use  the  pen  and  ink.  The  copy  at  the 
top  of  the  page  is  written  again  and  again,  sometimes  with  a 
wider  departure  from  the  original  at  each  repetition.  No  atten- 
tion is  given  to  the  movement  of  the  arm  or  hand,  or  to  the 
forms ;  and  very  rarely,  so  far  as  I  coiild  discover,  are  the 
muscles  trained  to  make  movements  with  rapidity.  This,  I 
incline  to  think,  is  a  universal  failure  in  the  schools. 

In  teaching  penmanship,  the  ohject  is  to  train  the  miiseies  to 
move  from  luil»it.  Lcgihilit}' should  not  he  sacrificed  to  celerity 
of  movement;  and  with  proper  teaching,  it  need  not  be.  But 
where  the  pupils,  in  the  examinations,  have  attempted  to  write 
rapidly,  the  result  has  been  a  fearful  disregard,  in  most  in- 
stances, of  the  elements  of  uniformity. 

Most  of  the  faults  in  the  writing  indicate  imperfect  teaching. 
There  are  schools,  however,  where,  from  the  time  the  pupil 
enters  the  lowest  class,  he  is  trained  to  the  use  of  the  pencil, 
first  with  the  slate,  afterwards  with  the  paper.  In  some  of  the 
best  primary  schools,  most  of  the  time  not  spent  in  the  class  is 
occupied  by  the  children  in  making  words  and  sentences,  or 
letters,  upon  their  slates ;  they  are  employed  in  copying  these 
from  the  lessons  the  teacher  writes  upon  the  board.  This  pro- 
cess goes  on  for  the  first  two  years,  the  exercise  being  varied  by 
copying  from  the  reading-book,  or  the  writing  of  sentences  the 
pupils  themselves  have  composed.  In  the  third  year,  paper  with 
proper  ruling  is  substituted  for  the  slate,  and  the  pupil  begins 
critically  to  analyze  and  form  the  letters,  and  systematically 
to  combine  these  into  words.  In  the  fourth  year,  the  pupil 
begins  to  use  pen  and  ink,  with  the  great  advantage  of  a 
knowledge  of  all  the  forms  of  the  letters,  and  considerable  skill 
in  using  the  muscles  of  the  hand  and  arm. 

This  plan  is  pursued  most  largely  in  schools  where  the  read- 
ing is  begun  with  the  script  letters.  Writing  is  employed  in 
connection  with  every  branch  of  stud}-,  and  frequently  in  the 
recitation.  Little  reliance  is  put  upon  the  copy-book  for  the 
large  practice  necessary  to  make  writing  easy ;  this  is  incidental 
to  the  expression  of  thoughts  upon  paper.     The  result  is,  the 


EXAMIXATIOXS   IX  XORFOLK   COUXTY.      147 

pupil  at  an  early  age  has  a  handwriting  with  the  proper  slant 
and  connecting  lines;  elements  so  difficult  to  secure  if  the 
words  are  first  made  in  the  Roman  letters. 

An  opinion  has  been  confidently  expressed  by  those  compe- 
tent to  judge,  that,  where  drawing  and  writing  are  taught  to- 
gether, the  writing  is  better  than  where  writing  alone  is  taught, 
and  that,  even  though  no  more  time  is  given  to  the  two  branches 
than  is  frequently  given  to  the  writing.  The  examinations  go 
to  show  that  this  opinion  is  well  founded. 

The  observations  in  the  schools,  then,  indicate  that  the  best 
results  are  secured  by  having  writing  with  the  pencil  begun 
early,  and  continued  constantly  till  the  pupil  can  use  the  pen ; 
that  as  soon  as  he  has  mastered  this,  and  can  make  the  forms 
with  accuracy,  he  needs  special  training  in  rapidity  of  execu- 
tion. They  show  that  the  best  results  are  reached  in  those 
towns  and  schools  that  have  made  the  most  systematic  use  of 
the  script  letters  in  teaching  to  read,  and  where  drawing  is  also 
taught. 

The  wide  range  of  percentages  in  writing  in  the  primary 
schools  is  due  to  the  change  which  has  in  the  past  few  years 
taken  place,  in  favor  of  using  the  script  letters  early.  The 
towns  that  began  tliis  practice  first,  and  have  adhered  to  it 
most  closely,  have  better  writing  than  those  that  have  deferred 
writing  till  later  in  the  school  course.  Undoubtedly  the  plan, 
now  becoming  so  general,  of  teaching  the  use  of  script  letters 
and  writing  early,  will  have  the  effect  to  produce  greater  uni- 
formity in  coming  years. 

Spelling.  —  The  end  to  be  secured  in  teaching  spelling 
is  the  correct  spelling  of  the  words  the  pupil  meets  with  in 
his  studies,  and  those  he  will  be  most  likely  to  use  after  he 
leaves  school.  These  will  include  the  names  of  familiar  objects, 
of  common  qualities  and  actions,  and  some  of  the  less  significant 
words  of  the  language.  The  spelling  of  the  names  of  the 
days  of  the  week,  and  of  the  months  of  the  year,  may  be  speci- 
fied as  words  which  should  be  early  taught. 

To  secure  this  end  there  must  be  practice  by  the  pupil  in 
writing  the  words  not  simply  for  spelling  from  dictation,  but  in 
sentences  and  in  composition  exercises.  The  results  cannot  be 
satisfactorily  reached  by  an}^  amount  of  oral  spelling.  Repeated 
use  of  carefully  selected  words  in  written  exercises,  when  the 
attention  is  not  directed  solely  to  the  spelling  of  the  words,  is 
the  only  means  of  making  practical  spellers. 


148  IJOAUI)   OF   EDUCATION. 

Ill  sclt'i.iin^  wonls  for  drill,  i1i(»>>«j  wliich  are  in  common  use 
hlmuM  1)0  tliosen,  and  of  tlicsc  the  words  which  are  pronounced 
idiki!  l)Ut  sjielt  differently  need  special  attention.  In  the 
Uj.jK-r  ^nadi's,  words  which  come  under  the  common  rulea 
hhonid  1)0  spelt  till  the  rules  can  be  readily  applied :  such  are 
the  rule  for  dropping  the  final  e  of  a  jtrimitive  word  when  a 
sy  Hal  lie  is  added  which  begins  with  a  vowel,  the  rule  for  doul>- 
ling  the  final  consonant  of  an  accented  syllable  when  a  sylla- 
ble is  added  which  begins  with  a  vowel,  and  the  rules  for  form- 
ing the  plurals  and  possessives  of  nouns. 

The  results  of  the  examinations  indicate  that  far  too  much 
reliance  is  placed  upon  oral  spelling,  and  that  the  words  are  not 
selected  with  discrimination  on  the  part  of  the  teacher;  they 
show  that  the  commonest  words  are  misspelt  when  used  in 
sentences  or  composition,  while  words  of  difficult  orthography 
are  spelt  with  accuracy  when  dictated  for  spelling.  Thus  the 
words,  "  too,  their,  there,  here,  hear,  meet,  piece,  where,  which, 
whose,  been,  pair,  sure,  sugar,  week,  weak,  you,  write,  right, 
wrong,  father,"  &c.,  were  misspelt  when  used  in  composition  by 
the  same  class  of  pupils  who  spelt  "deluge,  colonel,  deter- 
ring," and  "supersede,"  from  dictation,  with  accuracy.  The 
words,  "whose,  which,"  and  "father,"  when  spelt  orally,  were 
generally  correct,  but  when  written  in  sentences  they  were 
frequently,  in  many  schools,  in  a  majority  of  cases,  erroneous. 

The  correct  spelling  in  the  primary  grade  of  the  words  dic- 
tated with  reference  to  spelling,  also  of  those  given  in  sen- 
tences, illustrates  the  necessity  for  spelling  in  the  sentence. 

The  correct  spelling  in  this  grade  for  the  whole  county  was 
marked  as  follows  :  — 

Pek  cent. 
Words  dictated  for  spelling  ("  week,  waste,  rode,  sail  ")    .        .  6:1.8 

Words  written  in  sentences:  — 

(Ten  words)  average 5S.1 

("which") G9. 

("whose") 54. 

(••scholar") 4i.S 

Average  of  the  above  three  words 55.9 

The  same  differences  are  seen  in  different  towns,  and  in  dif- 
ferent schools  of  the  same  town.  And  the  towns  and  schools 
that  have  the  highest  average  percentages  in  all  the  branches 
taught,  generally  have  the  highest  percentages  in  the  spelling 


EXAMIXATIOXS   IX  XORFOLK  COUXTY.      149 

of  the  words  in  sentences  and  of  words  in  most  common  nse. 
If  one  "will  take  the  pains  to  form  tables  of  the  schools  of  a 
town,  he  will  find  that  the  results  in  general  show  that  teachers 
'of  skill  and  experience  recognize  the  necessity  of  selecting  for 
special  drill  the  common  words,  and  of  having  these  words 
repeatedly  used  by  the  pupils  in  written  sentences. 

Table  showing  the  Average  Percentages  of  Correct  Spelling  in  the 
Several  Towns,  in  the  Schools  of  the  Primary/  Crrade. 


All  Studies. 

■WOKDS  WKITTEN  IN  SESTEXCES. 

Is  Column. 

Town. 

Per  Cent. 

Town. 

Ten 

Words. 

Town. 

"Wlilch." 

Town. 

"Whose.'" 

Town. 

Four 
Words. 

C.i 

82.1 

c. 

91 

c. 

92 

C. 

95 

c. 

89 

L. 

69 

L. 

69 

L. 

87 

E. 

76 

L. 

76 

E. 

68 

E. 

67 

E. 

84 

Q. 

68 

F. 

76 

D. 

64.6 

P. 

66 

T. 

83 

I. 

59 

A. 

75 

P. 

6-2.7 

T. 

60 

S. 

82 

W. 

59 

U. 

74 

T. 

62.2 

D. 

60 

P. 

76 

F. 

58 

B. 

71 

R. 

61.4 

B. 

59 

w. 

75 

X. 

58 

Q. 

71 

B. 

61.4 

I. 

59 

G. 

75 

T. 

56 

I. 

70 

u. 

60.8 

F. 

58 

U. 

74 

P. 

56 

D. 

70 

A. 

59.7 

G. 

57 

N. 

72 

B. 

54 

R. 

69 

S. 

56.7 

Q. 

57 

D. 

72 

D. 

54 

W. 

67 

I. 

56.1 

R. 

57 

J. 

69 

V. 

51 

G. 

67 

F. 

55.2 

S. 

57 

I. 

68 

A. 

51 

E. 

67 

G. 

53.3 

u. 

57 

B. 

65 

U. 

50 

P. 

65 

J. 

52.1 

V. 

55 

A. 

63 

N". 

49 

S. 

64 

0. 

51.3 

w. 

55 

R. 

62 

0. 

49 

V. 

63 

V. 

51.2 

A. 

54 

F. 

61 

L. 

47 

T. 

62 

Q. 

49 

J. 

54 

H. 

55 

K. 

47 

J. 

61 

W. 

48.3 

0. 

50 

K. 

55 

G. 

43 

0. 

57 

M. 

42.8 

X. 

45 

Q. 

53 

S. 

43 

X. 

55 

N. 

41.8 

K. 

44 

M. 

49 

R. 

38 

K. 

48 

K. 

40.5 

.  M. 

42 

0. 

47 

M. 

37 

H. 

47 

H. 

40 

H. 

39 

Y. 

45 

J. 

31 

M. 

45 

X. 

32.1 

X. 

39 

X. 

43 

H. 

27 

X. 

45 

The  point  referred  to  in  the  preceding  paragraph,  so  far 
as  the  towns  are  concerned,  is  illustrated  by  the  columns 
taken  from  the  primary  table  and  arranged  above.  The  four 
or  five  towns  that  rank  highest  in  the  table  of  average  to- 
tals for  all  the  studies  rank  highest  in  the  spelling  in  sen- 
tences, and  those  that  rank  lowest  in  the  average  totals  rank 
lowest  in  the  spelling  in  sentences :   whereas   the   results   of 

1  The  letters  of  the  alphabet  designate  the  towns  in  the  order  in  which  they 
were  examined;  A  being  the  first  examined,  B  the  second,  and  so  on. 


i.iO  I'.oAiii)  (>!•   j:i)i;(  A'uox. 

tlio  s|n'lliiit,'  of  tlx!  words  dictiited  hoIcIv^  for  spellinp^  arc  com- 
jiurutively  uniform  for  t lie  towns  tlirou;^h(mt  tlio  county;  some 
whuHO  rank  i.s  low  in  tlie  general  averages  and  in  the  8|>elling 
in  sentences  tiikint^  a  lii;^di  rank  in  the  spelling  of  the  words 
dictaletl  for  spelling,  while  the  opposite  is  the  result  with  some 
that  hold  a  high  rank  in  the  general  averages  and  in  the  spell- 
ing in  sentences. 

In  general  the  princijjles  stated  above  appear  to  be  sustained 
by  the  s|)eiling  in  the  schools  of  the  upper  grade,  —  the  per  cent 
of  correct  spelling  in  the  words  of  the  written  narrative  differing 
but  little  from  the  per  cent  for  the  spelling  of  the  ten  words 
dictated  for  the  spelling  in  that  grade ;  yet  the  latter  were 
selected  as  test  words,  and  are  generally  of  difficult  orthog- 
raphy, while  those  used  in  the  narrative  are,  principally, 
common,  easy  words.  And  out  of  1,122  pupils  who  used  the 
adveil)  "  too  "  in  the  narrative,  850,  or  nearly  77  per  cent  of 
the  w^hole,  spelt  that  word  incorrectly. 

The  dilferent  spellings  of  some  of  the  words  used  in  the 
sentences  and  letters  furnish  an  interesting  chapter  for  the 
advocates  of  reformed  spelling.  The  following  are  illustrar 
tions :  — 

Spelling  of  Words  selected  from  the  Sentences  and  Letters  written 
in  the  Primary  Grade. 

Carriage.  —  Carage,  carrage,  craidge,  caradg,  carege,  carriag,  carrige,  &c. 
Sleifjh.  —  Saly,  slay,  slaig,  slaigh,  slagh,  slaw,  sleig,  sleugh,  sleight,  sligh, 

sley,  slew,  slave,  sleygh,  &c. 
Tuesday.  —  Tusgay,  tuestay,  toesday. 
Wedne.iilatj.  —  wanesday,    wedeuyday,    Wedemsday,    wednest,    Wenday, 

Weudsday,  wensday,  wenesday,  wensdaw,  wenze,  Wenzie,  Wendsstay, 

wenstday,  Wesday,  Whensday,  winday,  Wiudday,  Wiiisday,  &c. 
Thursday.  — thiisday,  thirsdday. 
Friday.  —  friddie,  fryday. 

Saturday.  —  Sarty,  sateday,  Satterday,  saterbay. 
February. — Feabuary,  febabery,  febary,  Febaury,  Febeary,  Feberiry.  Feb- 

ouay,  Febrery,  Febuary,  Febury,  Febrwary,  fedury,  feparary,  Fabry, 

fepary,  fepurary,  &c. 

The  following  methods,  most  of  them  used  several  times,  for 
spelling  the  words,  "  whose,"  '•  which,"  and  '•  scholar,"  were 
noted  in  correclint?  the  sentences :  — 


EXAMINATIONS   IN   NORFOLK   COUNTY.      151 


■who's 

whse, 

whouoes, 

How, 

hus. 

■whos, 

whhose, 

wos, 

Hoew, 

huse. 

who', 

whors, 

woes, 

Hoys, 

hurs. 

who.'s, 

whotes. 

wo. 

ho, 

hors, 

who.. 

wher, 

wose. 

hos. 

Hhose, 

whuse, 

wheir, 

wow. 

ho's, 

Hhoes, 

who'^s, 

what, 

wous. 

hosse, 

Hhows, 

who  es, 

whos'se, 

wouse. 

hoo. 

hohe. 

WHoes, 

who'se, 

woh, 

hoos. 

hoores. 

whoe,s, 

who"s, 

wohes, 

hoose. 

Hwose, 

wh, 

who'ees, 

wohse, 

hooes. 

Couse, 

whoe. 

whoe'se, 

wohose. 

hou, 

Does, 

whes, 

whou's. 

waese. 

hou's, 

Ohoes, 

whis, 

whous. 

wraes. 

house. 

Thouse, 

whoses, 

whoes. 

wlo, 

houes, 

Those, 

whees, 

who«% 

wloes, 

hourse. 

Yous, 

whoarse, 

who'es, 

wlaes. 

how's. 

loo. 

whou, 

whoe's. 

Hoes, 

howes, 

ows. 

whouse, 

whos'e, 

Heus, 

howus, 

owhs, 

whoues, 

whoos. 

Hose, 

hews, 

whoise. 

whows. 

whoose. 

Hows, 

hewse, 

whs, 

whoas. 

Hous, 

hoe. 

which. 

whch, 

whach, 

whise, 

whitn. 

whick. 

whck. 

whuch. 

whic, 

with, 

whitch. 

wihch. 

whiCh, 

whir, 

weeth, 

whtch, 

wic. 

whigh. 

whis, 

whics. 

wihtch. 

wich. 

whish. 

whit. 

wlich. 

witch. 

wick. 

whist. 

whah, 

Hhich, 

wicth, 

wech, 

wihich, 

whih. 

hich, 

wictch. 

wch. 

wichich. 

whoh, 

wotch, 

writch. 

weich, 

white. 

whi, 

eitch. 

witck, 

wach. 

whitcer. 

what, 

wihe. 

witbh. 

wuch. 

witcee. 

whet, 

witgh, 

wish, 

whice, 

whit, 

Cholar, 

choles. 

col, 

Clolor, 

coler, 

Cholea, 

chaler, 

colars. 

dollar. 

color. 

Choler, 

chalour. 

colors, 

cochlar. 

coUor, 

Chooler, 

Cho, 

collar. 

cohlar. 

collores, 

Cholor, 

chola. 

coller. 

coholer. 

coarlor, 

Choolor, 

cholla, 

coUere, 

cohooler. 

coUn, 

ChoUar, 

choolar. 

callar. 

caod. 

corler, 

ChoUor, 

choulder. 

callor. 

coolla, 

Scalar, 

chorllar, 

Ccholar, 

callores. 

collr. 

Scohlar, 

cholur, 

CchoUar, 

caullar. 

clolar. 

scloar, 

chouller. 

Ccolar, 

celler. 

cloler, 

sclore, 

choled. 

Ccolor, 

corlal, 

colar, 

sclolar, 

162 


BOARD   OF  EDUCATION, 


gclolor, 

flcoler. 

Bcholanl, 

flcharl, 

sholor. 

(icloloro, 

wrnlor, 

Bohooljar, 

ficliarar. 

fihoolar, 

Bclollfir, 

Bcorlar, 

ncholcr, 

Bchroher, 

Bhaller, 

BclooltT, 

ncnrl, 

nclioluor. 

schote, 

shallay, 

Bcollii, 

Bcolary, 

Bchalar, 

Bchoa, 

Bhela, 

Bcollo, 

Bcorlor, 

flchalor. 

Bchor, 

BOfhar, 

Bcollo, 

Hcodler, 

flcholler. 

Bchar, 

Hohlor, 

flcollnr, 

Bcorlor, 

BchoUor, 

Bchoar, 

solars, 

Bcollcre, 

scloror, 

pcliallar. 

schooar. 

solar, 

Bcoblar, 

sclow. 

schaller. 

scheal. 

Sollar, 

Bcoer, 

scroaler, 

flchallor. 

Bchealer, 

Seller. 

Bclhir, 

scollar. 

schoolen. 

Bchooioir, 

Bolocar, 

sclar, 

scollare. 

Bcheler, 

schulier, 

Boler, 

seller, 

scorllor, 

schler. 

school, 

Seler, 

scotler, 

scoller, 

schlire. 

schelorer. 

seller, 

scallar, 

scoollor. 

schller, 

schouler, 

sallar, 

scalier, 

scullier, 

Scheie, 

schorar. 

sailer. 

scallor. 

schoolar. 

scholr. 

schoorar. 

salber, 

scallas, 

schooler, 

schel3. 

schotler, 

saaol. 

SColor, 

schooler, 

schol  se, 

skoeler. 

saeler, 

scaler. 

schorlar, 

scholae. 

skollar. 

seceler, 

scaler, 

schollar. 

scholal, 

skolar. 

seler, 

scalere. 

scholor. 

scholas, 

skoler. 

sori. 

ficoolar. 

schoalar. 

scheles. 

skoUer, 

Sr/^1<^, 

scoolor. 

schorlor, 

schc'.la, 

skorler, 

roiia. 

scolai, 

schoor. 

schollaa. 

skuler. 

scolal, 

schola, 

schollie. 

stoler. 

scolra, 

schooloer, 

scholliar. 

shear. 

scorlorr, 

schlar, 

school a, 

sholar. 

scarlar, 

scholaa. 

schoole, 

shell  ar, 

scarlor, 

schol. 

scholars, 

sheller. 

scrollies, 

schlor. 

scholore, 

sholer, 

scoaler, 

scho, 

schaalore, 

shlar. 

scolar, 

schoer, 

schoorlar, 

shorleir. 

But  perhaps  the  greatest  ingenuity  is  displayed  in  the  spell- 
ing of  the  word  "  depot,"  a  word,  if  not  a  place,  daily  in  the 
presence  of  most  of  the  children  of  the  county. 

For  the  spelling  of  this  word  the  pupils  have  invented  the 
foUowincT  wavs :  — 


bepo. 

deapho, 

deapo, 

deappow, 

beapo. 

deaphow, 

deaix)e. 

deapto, 

dapa. 

depto. 

deapehl, 

deepy. 

daper. 

depoirt, 

deapohee, 

despot, 

dapo. 

deep, 

deapeu. 

deupo, 

dapot. 

deopo, 

deapot. 

dipo. 

deapot, 

deopot, 

deapow, 

deopo, 

EXAMINATIOXS   IN  NORFOLK   COUNTY.      153 


dopho, 

dephoe; 

nepow, 

depote, 

dedpod, 

depo, 

tepot, 

depott, 

deepo, 

depoa, 

teapot, 

depow. 

deeper, 

depoe, 

c'epore, 

depper, 

depa, 

dopot, 

deport. 

deppot, 

depe, 

deto, 

de  Port, 

deppowe 

Several  attempts  to  substitute  "  station  "  for  "depot"  have 
resulted  in  a  variety  of  forms :  "  stachan,"  "  stacion,"  "  stai- 
tion,"  "stachant,"  "stachion,"  " stashun,"  "stasin,"  "stating," 
&c. 

Little  attention  appears  to  be  given  in  the  schools  of  the 
higher  grade  to  the  well-established  and  quite  common  rules 
lor  spelling ;  such  words  as  "  denies,"  "  deterring,"  "  fitted," 
"  taking,"  "  disputing,"  "  deciding,"  and  "  changeable,"  are  gen- 
erally no  better  spelt  than  the  words  "  deluge,"  "  decency,"  and 
"colonel."  The  spelling  of  a  noun  in  the  possessive  case  is 
too  frequently  incorrect. 

A  very  large  number  of  errors  result  from  indistinctness  of 
articulation,  and  from  mispronunciation,  or  from  coincidence 
in  sound  of  word  or  letter  :  the  pupils  spell  as  they  pronounce. 
Where  they  write  words- but  seldom,  these  errors  are  frequent. 
The  following  from  papers  of  both  grades,  are  examples :  — 

Words  misspelt  on  Account  of  Errors  in  Pronunciation^ 
Coincidence,  in  Sound,  ^c. 


Any,  ane,  enny. 
Affectionate,  effectionate. 
Age,  edge. 
Against,  aginst. 
Along,  aloud,  alon. 
Albany,  albuny. 
Amongst,  amunt. 
Animals,  anables. 
Answered,  answared. 
Appoint,  point. 
Arithmetic,  rithmes. 
Arrive,  awrith. 
Ask,  ast. 
Asked,  asted. 
Because,  becouse. 
Been,  ben,  bene,  bin. 
Beautiful,  beuful. 
Big  one,  big  yon. 
By  and  by,  bimeby. 
20 


Birth,  birt. 

Book,  bok. 

Boston,  bostone. 

Brother,  brouther. 

Both,  bouth. 

Boy,  poy,  bou. 

Carriage,    cridg,    &c.      (Previously 

given.) 
Character,  caricter. 
Chance,  chanch. 
Chose,  choosed. 
Change,  chained. 
City,  sitty. 
Close,  clost. 

Coasting,  costin,  coistain. 
Closed,  clost. 

Coat,  coot,  coth,  cote,  goat,  coate. 
Come,  cone. 
Consent,  conset. 


l.'l 


I'.(»\l;i)   or   EDUCATION. 


itiinirif/,  roiiiiii,  commiiii,  trf»riimiii:;, 
roiiiiiiin^.  (TIj"  IjwI  imit«  corn- 
11)1)11  ) 

Colofii/,  roloiiry,  colnnrj',  •  cnlonly, 
ooliituol,  coiidley,  conly,  coiilt-y, 
Connelly,  conry,  cornk-y,  &c. 

Coutin,  cusinjf. 

Cu.ilanl  pie,  rusUd  puy. 

Jht'itlc,  (liscide. 

J>trl.siort,  «li.sion. 

Dccemher,  docciulber. 

jMermhicd,  dcrtiinp. 

Disposition,  dispersition,  dispotion. 

Jhiuffhier,  dorter,  doughter. 

Dear,  doer. 

Educated,  edcated,  eddicated,  ede- 
catcd,  egucated,  edjucated,  ju- 
cated,  &c. 


J.'/f/f,  age*. 

Elbow,  en>oa. 

Even/,  ovry. 

Everijihinf),  ev^rthing. 

Evcriinfj,  evning,  eveings. 

Evil,  eval. 

Elephant,  eliphant. 

Enjoi/ing,  enjoyprn. 

Fchrunnj,  Febuary,  &c.     (Previoosly 

given.) 
FLi/iiriff,  fi thing. 
Friend,  phen. 
Frightening,  frighting. 
From,  fron. 
Going,  goin. 
Going  to,  gointer. 
Good  deal,  goo  deal. 
Good,  goot. 


The  temptation  is  strong  to  extend  this  list,  as  I  might 
do,  tlirough  the  alphabet.  jNIost  of  the  words  are  so  common, 
and  appear  so  simple,  that  they  are  quite  likely  to  be  over- 
looked by  the  inexperienced  teacher. 

I  will  venture  to  give  a  few  additional  forms,  some  of  which 
have  proved  puzzles  iu  the  work  of  examining  the  papers ; 
thus: — 

Pencle,  hotail,  yourse,  hoapink,  hotaill,  thanks  Gifen,  ogin,  ogine,  quarl- 
ing,  severl,  smawl,  Marchusses,  toalt,  masers,  Usted,  Yousted,  Yock, 
splensy,  wanter,  thair  kink,  meachu.  New  Liu  Cling,  ol  cone,  auter,  wasant, 
vestau,  ferthur,  ihed,  trewly,  perients,  vere. 

This  class  of  errors  as  bearing  upon  the  speech  and  reading 
of  the  pupils,  as  well  as  upon  their  spelling,  is  very  suggestive. 
Errors  of  the  kind  are  almost  limitless,  and  not  confined  to  any 
one  part  of  the  county,  or  to  either  grade  of  the  schools.  Some 
can  be  excused,  having  their  origin  iu  the  foreign  nativity  of 
the  children  or  their  parents. 

There  is  no  other  way  so  good  for  discovering  these  errors  as  to 
have  fretjuent  written  exercises ;  the  quick  ear  may  detect  the 
errors,  but  the  eye  is  a  more  certain  means,  and  the  pupil  who 
has  formed  the  habit  of  mispronouncing  or  of  misspelling  the 
woids  will  need  to  be  corrected  many  times  before  he  will  pro- 
nounce and  write  them  with  accuracy. 

The  analysis  of  words  by  sounds  must  tend  to  diminish  this 


EXAMIXATIOXS   IN  NORFOLK  COUNTY.      155 

class  of  errors.  jNIy  observations  were  not  made  with  suflS- 
cient  care  to  speak  of  the  results  in  spelling  in  the  schools 
using  the  phonic  analysis.  It  has  a  marked  influence  upon  the 
reading,  and  no  doubt  has  also  upon  the  spelling. 

The  excellent  results  reached  by  some  of  the  schools  justify 
specifying  the  details  and  the  philosophy  of  their  methods. 
Those  schools  in  which  reading  is  taught  by  showing  the  pupil 
the  word,  and  requiring  him  to  write  it  upon  the  slate  before 
spelling  it  out  orally,  evidently  secure  the  best  results.  The 
reason  seems  to  be  that  the  pupil,  seeing  the  word  as  a  whole, 
and  making  it,  gives  a  more  prolonged  attention  to  the  arrange- 
ment of  the  parts ;  a  more  definite  and  so  more  lasting  impres- 
sion is  thus  made  upon  the  mind.  In  one  of  the  towns  of  the 
county,  oral  spelling  has  of  late  been  entirely  abandoned.  Oral 
spelling  has  its  uses,  but  it  may  safely  be  subordinated  in  the 
early  part  of  the  course ;  the  lowest  classes  in  the  schools  of 
the  town  referred  to  certainly  excel  as  spellers. 

In  another  town  the  cliildren  have  no  oral  spelling  till  the 
third  year.  That  town  ranks  highest  of  any  in  the  county  in 
spelling.  Here  the  uniform  method  in  teaching  words  is  to 
present  them  upon  the  blackboard  in  script  letters.  The  pupils 
learn  the  words  as  they  do  the  letters,  by  seeing  and  forming 
them  many  times  upon  the  slate  or  board.  The  results,  in 
these  and  in  other  towns  that  pursue  the  same  plan  in  whole  or 
in  part,  confirm  the  theory  long  held  by  the  most  experienced 
educators,  that  the  object  and  word  method  of  teaching  begin- 
ners to  read,  with  the  constant  exercise  in  writing,  is  the  best 
means  of  making  good  spellers. 

Evidence  upon  this  point  is  also  found  in  the  fact,  that,  in 
towns  that  have  changed  to  the  word  method  within  three  or 
four  years,  the  younger  members  of  the  upper  primary  classes 
spell  words  they  have  seen  but  once,  better  than  tlie  older 
members  of  the  class,  who  were  taught  by  a  different  method. 
The  powers  of  observation  seem  to  be  better  trained  by  the 
object  and  word  method.  To  show  the  want  of  this  training 
hi  the  schools,  an  illustration  may  be  taken  from  tlie  spelling 
of  the  word  "  Cyrus  "  by  the  pupils  of  the  grammar  schools. 
In  the  reading  of  the  narrative,  this  word  passed  under  the  eye 
of  each  pupil  several  times,  but  a  few  minutes  before  he  wrote 
it,  and  yet  there  were  a  score  or  more  of  different  ways  of 
spelling  it  in  the  written  exercises.     Among  these  were,  Ceyrus, 


ir.n  TU)ARI)   OF   KDUCATIOX. 

(  iiii>,  (  yra.s,  (  vij.ii>,  CypreHH,  ryru«,  Cyprus,  Cypus,  Cypr}'8,. 
Cypry,  Cyreus,  (^yrous,  Cryiis,  ('rya.s,  Cniyoiis,  C.'ryrous,  Cyus, 
Cuyiis  Cuyrus,  Curcus,  Curiiis,  Scyrus,  Syru8,  Cyrecuse,  Xy- 
rusc,  Cryson,  Cms,  Crysis,  Crysoe,  Cecil. 

The  conclusions  to  which  the  examinations  learl  are  that 
spelling  shouM  lie  largely  by  writing,  and  incidental  to  composi- 
tion, lather  thiin  orally  and  in  set  spelling  lessons. 

Tahiti  (A  ),  ai)i)en(led  to  this  report,  previously  referred  to  in 
connection  with  reading,  shows  how  generally  in  the  primary 
grades  throughout  the  county,  script  letters  are  being  substi- 
tuted for  the  Roman,  in  teaching  to  read,  and  indicates  that 
written  is  being  largely  substituted  for  oral  spelling.  While 
the  abandonment  of  oral  spelling  altogether  is  not  likely  to 
become  general,  the  tendency  to  recognize  writing  as  the  prac- 
tical method  of  learning  to  spell  shows  real  progress  in  teaching. 

Many  persons  are  looking  forward,  some  more,  others  less, 
hopefully,  to  the  time  when  there  will  be  a  character,  and  only 
one,  for  each  sound  in  the  language ;  and  when  it  will  only 
require  accuracy  in  pronouncing,  and  knowledge  of  the  signs,  to 
spell  any  word  correctly.  Till  that  time  comes,  to  fail  in  this 
difScult  art  will  be  unscholarly,  though  the  greatest  accuracy 
in  it  may  be  no  sign  of  great  scholarship. 

CoMPOsrnox.  —  The  ability  to  express  thoughts  upon  paper 
is  an  imnortant  practical  end  to  be  aimed  at  mi  the  school?.  Tc 
reach  this  end,  exercises  in  writing  should  be  begun  in  the  first 
primary  class  the  child  enters,  and  continued  till  he  leaves 
school  for  practical  life.  There  should  be  grades  of  composi- 
tion exercises,  by  which  he  shall  acquire  the  habit  of  expressing 
the  products  of  his  various  powers,  of  observation,  of  memory, 
and  of  imagination,  and  by  which  he  shall  learn  properly  to 
arrange  the  parts  of  a  theme  when  his  reflective  powers  are 
fully  in  action. 

This  implies  a  special  training  of  the  powers  of  the  mind, 
and  a  constant  use  by  the  pupil,  of  language  to  express  the 
activities  which  are  incident  to  this  training.  Most  that  is 
mechanical  in  composition-writing  can  be  early  taught ;  for 
example,  the  correct  orthography  of  all  words  the  pupil  em- 
ploys, the  proper  use  of  capitals,  and  marks  of  punctuation, 
—  certainly  the  period  used  in  abbreviations  and  at  the  end  of 
a  sentence,  the  interrogation-point  in  asking  questions,  and  the 
capitals  for  the  pronoun  /and  at  the  beginning  of  a  sentence. 


EXAMmATIONS   IN   NORFOLK   COUNTY.      157 

The  pupil  can  be  taught  to  leave  a  proper  margin,  and  to 
divide  his  words  when  he  has  occasion  to  do  so,  as  at  the 
end  of  a  line,  between  syllables.  He  may  also  at  an  early  age 
be  taught  to  make  a  proper  selection  of  words  and  arrangement 
of  clauses ;  and  if  correctly  trained  he  will  be  able  to  avoid 
ungrammatical  forms  of  expression,  and  to  use  language  with 
some  propriety  as  to  style.  At  least,  the  teaching  should  tend 
to  produce  these  practical  results. 

The  exercises  submitted  in  the  examinations  of  the  schools 
were  designed  to  test  the  ability  of  the  pupils  to  do  the 
mechanical  part  of  composition-writing.  The  letter  written 
by  the  lower-grade  pupils  tested  their  knowledge  and  skill  in 
placing  the  date,  address,  and  subscription,  in  using  the  proper 
address  and  complimentary  expression,  and  in  arranging  in 
proper  form  the  body  of  a  letter ;  it  tested  their  handwriting, 
their  knowledge  of  the  use  of  capitals,  of  spelling,  of  syllabica- 
tion, and  a  few  marks  of  punctuation.  Beyond  this  the  pupils 
were  left  simply  to  make  a  proper  use  of  words  in  sentences 
in  expressing  thoughts  created  by  their  own  imaginations  and 
suggested  by  the  experiences  of  common  life.  As  a  test  the  nar- 
rative written  in  the  upper  grade  was  not  essentially  different  in 
kind  ;  the  result  depended  upon  the  judgment  rather  than  upon 
the  imagination,  and  required  a  little  more  knowledge  of  mechan- 
ical arrangement,  for  example,  in  placing  the  marks  of  quotation. 

In  many  respects  the  schools,  and  the  individual  scholars  of 
the  same  school,  showed  the  greatest  contrasts ;  while  some 
schools  were  fully  supplied  with  all  the  materials  for  the  written 
exercises,  pencil  or  pen,  paper  and  ink,  —  the  pencil,  ink,  and  pen 
in  good  condition,  —  others  were  wanting  in  all  materials  for 
written  exercises,  except  the  slate  and  pencil,  which  are  gener- 
ally found  in  all  the  schools  of  the  grades  examined.  In  a  major- 
ity of  the  schools  the  materials  which  the  examiners  went  pre- 
pared to  supply  were  put  in  requisition.  The  absence  of  even 
the  materials  for  written  work,  in  so  large  a  number  of  tlie 
schools,  is  too  significant  a  fact  to  need  an}'"  comment :  it  has 
an  evident  bearing  upon  the  question  of  supervision. 

In  the  mechanical  execution  of  both  the  letter  and  the  narra- 
tive, there  was  the  same  contrast  in  different  schools  as  has 
been  indicated  in  the  materials  for  writing.  With  some  the 
exercises  seemed  nothing  unusual :  the  margin  required,  the 
date,  address,  &c.,  of  the  letter,  and  the  title  of  the  narrative, 


ir»s 


IJOAIM)  <>i"   i:i)ir.\'ii()X, 


r('(«'iv«'(l  atU'iition  an  if  llicy  were  ni;itt<!r.s  of  course.  Tlie 
|»ii|iiU  of  soiiio  scliriols,  after  tlio  inutorials  wore  placed  in  their 
liiimU  mid  (he  directions  were  given,  sat  in  apparent  amaze- 
MHiil.  as  if  tlie  most  unreasonable  demand  liad  hcen  made  upon 
tlicni :  to  sonxs  indeed,  the  dire(;tions  were  at  first  incompre- 
liensiiihs  and  had  to  he  many  times  repeated.  Nor  was  this 
tumdition  limited  to  the  lower  grade  of  puj)il».  Some  even  of 
the  grannnar  grade,  after  dipping  the  pen  in  ink,  had  nothing 
to  write,  and  finally  returned  the  paper,  except  for  a  few 
broken  sentences,  as  blank  as  Avhen  it  was  given  them.  Very 
many  of  both  grades  gave  evidence  tliat.  they  had  never  been 
taught  even  the  mechanical  part  of  any  composition-exercise  : 
their  npelling  was  poor,  capitals  were  wholly  wanting,  and  no 
puiMttuation  was  attempted ;  there  was  no  idea  of  the  arrange- 
ment of  parts  of  the  letter  or  of  the  narrative.  This  is  evi- 
dent in  the  papers  of  which  facsimiles  are  given  later  on  in 
this  report. 

To  show  how  little  attention  is  given  in  many  schools  to  one 
important  particular,  S3dlabication,  the  following  words,  occur- 
ring at  the  ends  of  lines,  have  been  taken  from  the  written 
exercises.  The  division  made  by  the  pupils  is  indicated  by  the 
hyphen  ;  thus :  — 


al-ong, 

evenin-g, 

judgrae-nt, 

shou-ld, 

bo-ys, 

exclian-ge, 

la-nd, 

8ina-ll, 

bo-y's, 

excha-nge, 

mu-ch, 

sm-all. 

be  f- ore, 

goin-g, 

pa-ssing, 

stro-ng, 

cania-ge. 

goi-ng, 

pr-csent, 

too-k. 

coinm-and, 

good, 

pon-d, 

thou-ght, 

comin-g, 

goo-d, 

propose-d, 

inju-stly, 

ch-ange, 

ha-ve, 

punis-hed, 

wante-d, 

dcc-iile, 

ho- me, 

sa-id, 

wrig-bt, 

deci-ded. 

ho-use, 

Bai-d, 

we-rt, 

dcc-iding, 

luima-ne, 

sch-ool, 

wh-en, 

ediicate-d, 

jiiJg-e, 

shoul-d, 

wo-uld,  &c. 

AVith  the  exception  of  a  number  of  schools  that  are  well 
trained  in  this  respect,  the  want  of  attention  to  syllabication  is 
ajiparently  a  general  fault.    . 

The  proper  use  of  capitals  seems  to  be  neglected  in  a  very 
large  majority  of  the  schools  till  the  pupils  enter  the  grammar 
grade,  and  sometimes  till  a  late  period  in  that.  Where  the 
pupils  early  learn  to  make  the  proper  use  of  the  capital  letters, 
very  few  errors  are  found  in  their  written  exercises  when  they 


EXAMINATIONS   IN   NORFOLK   COU^'TY.      159 

reach  the  grammar  school ;  some  of  the  narratives,  and  even 
the  letters  written  in  the  primary  grade,  are  models  in  this 
respect. 

But  punctuation  is  the  most  neglected  of  any  thing  in  the 
mechanical  part  of  the  written  exercises ;  though  there  are  a 
few  towns  in  which  most  of  these  marks  are  employed  with  an 
approach  to  accuracy  by  children  nine  or  ten  years  of  age. 
The  absence  of  these  in  a  great  number  of  the  papers  has 
materially  increased  the  labor  of  examining  and  marking ;  it  is 
often  quite  impossible,  without  several  readings,  to  discover 
the  meaning  of  the  writer. 

It  would  seem  that  letter-writing  would  be  one  of  the  early 
forms  of  elementary  composition  taught  in  the  schools,  since  its 
practical  value  is  so  easily  comprehended  by  the  young  learner. 
All  that  relates  to  the  forms  is  so  nearly  mechanical  that  it 
can  be  easily  taught. 

For  want  of  the  j^roper  training  in  this  kind  of  composition 
exercise,  the  letters  of  those  children  who  have  had  occasion 
to  do  some  writing  in  a  practical  way,  abound  in  such  expres- 
sions as :  — 

"  I  take  my  pen  in  hand  to  let  you  know;  "  "  I  take  my  pencle  in  hand ; " 
"  I  thought  I  would  write  you  a  few  lines ; "  '•  I  now  set  down  to  address 
you; "  "I  now  sit  down  to  pen  you  a  few  lines ;  "  "I  write  you  these  few 
lines  hoping  to  find  you  in  good  health;"  "Hoping  this  will  find  you  in 
good  health  as  it  leaves  us  at  present;  "  '•  It  is  with  the  greatest  of  pleasure 
that  I  now  take  up  my  pen  to  let  you  know  that  I  am  in  good  health,  and 
hope  this  may  find  you  enjoying  the  same  blessing ; "  "  As  I  have  a  few 
minutes,  I  thought  I  would  write  to  tell  you  that  I  am  in  good  health,  and 
hope  you  are  enjoying  the  same  blessing;"  "This  is  all  1  can  think  of,  so 
no  more  at  present;  "  "  I  can  think  of  no  more  to  write,  so  will  close." 

A  large  number  of  the  letters  addressed  "dear  father,"  or 
"  dear  mother,"  close  with  "  yours  truly,"  "  respectfully  yours," 
and  several  with  "your  affectionate  brother."  Not  a  few  state 
as  the  cause  for  writing,  that  they  "  have  nothing  else  to  do  ;  " 
thus :  "  Dear  mother :  I  thought  as  long  as  I  was  seting  here 
doing  nothing  i  wood  write  you  a  few  lines ; "  "  I  thought  I 
would  writ?  3'ou  as  long  as  I  had  nothing  else  to  do." 

Throughout,  the  letters  employ  a  few  special  adjectives  for 
limiting  a  great  number  of  different  nouns ;  thus :  "  a  good 
time,"  "  a  good  long  vacation,"  "  a  good  scolding,"  "  a  good  lick- 
ing," "  a  nice  skate,"  a  "  nice  visit,"  "  a  nice  time,"  "  an  awful 

409551 


IGO  liOAUD    OF   EDUCATION. 

nice  tlay."  'J'lio  word  "ni(ie"  is  fre([ucMitly  found  two  or  three 
times  in  a  sliurt  letter:  it  is  employed  severul  hundred  times  ia 
all  tlmt  were  written;  and  the  word  "splendid"  is  used  to 
express  every  form  of  j)leusing  emotion,  and  every  kind  of 
tliin}^  whieh  exeites  it:  thus  we  have  "splendid  sleigh-rides," 
"  splendid  teachers,"  "  splendid  times,"  "  splendid  pies,"  "  splen- 
did coasting,"  "splendid  butternuts,"  "splendid  days,"  "splen- 
did paper,"  "splendid  luck,"  "splendid  weather,"  and  "splendid 
])otatoes." 

Letter-writing  presents  the  occasion  for  the  exercise  of  feel- 
ings of  friendshij)  and  filial  regard;  it  affords  an  opportunity 
for  teaching  the  pupil  to  apply  those  expressions  of  respect  and 
endearment,  which,  if  they  do  not  naturally  arise  from  the 
pupil's  own  feelings,  must,  by  their  appropriate  use,  tend  to 
awaken  in  him  emotions  to  correspond  with  the  expressions  he 
employs.  Where  letter-writing  is  common  in  the  schools,  the 
polite  forms  of  expression  contrast  most  agreeably  with  the  lan- 
guage where  the  children  are  not  habituated  to  it.  In  one 
town  where  letter-writing  is  prominent  as  a  primary-school 
exercise,  the  letters  are  crowded  with  happy  expressions  which 
indicate  a  corresponding  spirit  and  temper,  occasioned,  no 
doubt,  in  part,  by  the  exercise  itself.  On  the  other  hand,  there 
are  entire  sets  of  letters  iu  which  such  expressions  are  rare ; 
while  there  are  many  which  by  their  coarseness  offend  every 
feeling  of  delicacy,  and  indicate  the  absence  of  all  refinement 
in  the  writers.  What  numerous  occasions  written  exercises 
■would  present  to  the  skilful  teacher  for  refining  away  the  dross 
of  the  rude  material  upon  which  he  so  often  is  called  to  work  I 

The  papers  of  some  schools  abound  in  such  expressions  as 
the  following :  — 

"The  other  boys  made  him  their  boss;"  "I  am  liaving  a  boss  time" 
(addressed  to  ''grandmother");  "lie  always  wanted  to  be  boss;"  "He 
liked  to  be  boss ; "  "  He  give  the  umpire  a  thrashing;  "  "  He  thrashed  me; " 
"  lie  flogged  me  ;  "  "  He  said  he  had  been  flogged ;  "  "  He  punched  him;  " 
"He  got  lickin;"  "He  went  for  him;"  "He  come  for  me;"  "He  said 
he  had  learned  a  licking;"  "I  have  learned  to  get  a  leaking; "  "Master 
licked  me;"  "What  did  he  lick  you  for?  "  "  Master  beat  him;"  "There 
was  two  boys  fussing  about  some  coats;"  "This  made  the  larger  boy 
mad." 

The  following,  though  less  uncouth  and  offensive,  are  still 
wanting  in  delicacy :  — 


EXAMINATIONS   IN  NORFOLK   COUNTY.      161 

"  You  come  in  a  slay  after  me  "  (addressed  to  "  farther  ")  ;  "  You  have 
the  horse  to  the  depot"  (addressed  to  '-father  ")  ;  "Bring  the  horse  to  the 
depot  for  my  trunk"  (addressed  to  "mother");  "Send  a  sleigh  to  meet 
me  at  the  depot;"  "I  want  you  to  come  to  the  depot;"  "  Fetch  up  a 
sleigh  to  the  depot." 

The  following  illustrate  the  use  of  strong  language  :  — 

"  The  big  boy  said  to  the  little  boy  to  swap  with  him  ;  "  "  The  big  boy 
grabbed  hold  of  the  coat  and  flung  his  to  him;"  "  He  wanted  to  trade; " 
"They  wanted  to  swap  coats;"  "Persian  was  raised  with  a  lot  of  other 
boys;  "  "  They  were  jangling  over  their  coats." 

In  contrast  with  these  are  such  expressions  as  the  follow- 
ing:— 

"  I  was  punished ;  "  "  The  small  boy  would  not  consent  to  the  proposal ; " 
''I  should  be  glad  to  have  you  come  to  the  depot  to  meet  me;  '^  "  Send  the 
carriage,  please,  to  meet  me ;  "  "I  hope  you  will  be  able  to  meet  me ; " 
"  Please  send  to  the  depot  for  me ;  "  "I  would  like;  "  "  Please  come,"  &c. ; 
"I  am  very  happy  here,  dear  mother." 

Who  can  fail  to  discover  a  widely  different  spirit  in  the 
writers  of  the  following  two  letters  written  by  boys  in  the  pri- 
mary grade  ? 

Lyitn'  jan  29th  1879. 
Dear  Mother,  —  I  am  coming  home  Saturday.     Send  a  sleigh  to  meet 
me  at  the  depot.     I  had  a  good  fight  you  bet. 

[Signed]  

Lynx  JIks' 

Jan  12  1879. 

im  comming  home  dear  mother  and  im  liveing  very  happy  and  i  want  you 
to  meate  me  at  the  providense  rode 

[Signed]  

The  penmanship  of  the  first  of  these  letters  was  marked  fifty 
per  cent ;  cf  the  second,  twenty.  The  children  were  about  of 
an  age,  between  nine  and  ten  years.  Could  time  be  more  profit- 
ably spent  by  the  teacher,  than  in  calling  out  the  sensibilities 
and  correcting  the  uncivil  habits  of  one  of  these  pupils,  and  in 
helping  the  other  to  clothe  his  gentle  thoughts  in  correctly 
formed  words? 

The  papers  of  an  entire  school,  in  a  few  instances,  were 
characterized  b}^  a  formal  and  stilted  stjde  of  language,  which 
exactly  expressed  the  whole  air  of  the  school ;  others  showed 
a  heartiness  and  simplicity  that  were  charming,  and  at  times 
almost  betrayed  the  examiners  into  forgetfulness  of  the  errors 

21 


1G2  r.OAJll)    Oh'    JJXTA'riOX. 

tlic  (thildrcn  were  iiiwkiiig.  In  a  lew  insUincos,  there  was  a 
iVccdoiii  of  niiiMiier  wliicli  cre;it('<l  a  Hcemiiig  iiKlifference  to  the 
results  of  the  examinations.  Sometimes  this  spirit  niunifested 
itself  in  verbosity,  and  the  words  used  were  quite  out  of  pro- 
])nrfi(tn  to  the  ideas  expressed.  An  illustration  of  this  is  found 
in  th((  narratives,  where  in  twenty  lines,  whieh  is  the  average 
length,  not  half  the  story  is  told.  The  last  named  fault  oceurred 
so  seldom  as  to  be  hardly  worth  mentioning.  It  is  a  fact,  how- 
ever, I  think,  that  in  the  schools  where  "  latiguage  lessons  "  are 
most  taught,  the  children  are  liable  to  disregard  the  thought,  and 
niulti])ly  words  merely  for  the  sake  of  the  expression.  It  may 
not  come  amiss  to  repeat  the  hint  already  given,  that  the  teaching 
of  language  implies  something  more  than  teaching  to  use  words  : 
it  necessitates  first  the  teaching  of  that  which  the  language 
nanies  and  describes.  Languajje  should  not  be  mistaken  for  an 
end  in  itself :  the  end  is  the  thought,  and  language  is  for  the 
expression  of  that. 

Among  the  papers  taken  in  the  upper  grade,  there  are  many 
in  which  the  pupils  show  a  clear  appreciation  of  the  story,  and 
good  judgment  in  seizing  upon  and  in  arranging  the  important 
incidents  of  the  narrative  ;  and  yet  the  style  is  poor,  the  ex- 
pressions are  ungrammatical,  the  writing  is  cramped,  and  all 
that  relates  to  the  mechanical  execution  shows  faulty  or  neg- 
lected early  training.  For  want  of  these  simple  and  easily 
acquired  elements  of  primary  instruction,  the  writer  is  often 
placed  for  life  at  disadvantage  with  persons  who  have  far  less 
genius,  but  who  have  power  to  express  wiiat  they  know.  Intel- 
ligence wanting  the  means  of  expression  enlists  our  sympathy 
far  more  than  shallowness  which  drapes  itself  in  a  frippery  of 
■words. 

The  grammar  of  the  exercises  is  generally  conformed  to  the 
habits  the  pupils  have  in  speaking  the  language.  In  the 
papers  of  both  grades  a  few  errors  are  committed  over  and  over 
again,  thus :  — 

"The  was  two  boys;"  "They  was  two  boys;"  "How  is  all  the  boys?" 
"Things  that  was  good;"  "  Tliey  is  not  many  here  I  know;"  "He  give 
him  his  coat ; "  "  He  come  to  school ;  "  "I  see  him  yesterday ;  "  "  He  asked 
Cyrus  what  he  done  that  day;"  "I  seen  the  boys  disputing;""!  had 
saw  him;*'  "He  had  wore  a  coat;"  "Who  teached  him ; "  "  He  throwed 
his  coat;"  "He  said  each  one  keep  their  own  coats;"  "Who  the  coata 
fitti'd  ; "  "Who  it  would  fit  best;"  "Boys  which  he  was  taught  by:" 
'■Two  boys  which  were  disputing;"  "He  had  ought  to  decide;"  "He 
hadn't  ought,"  &c. 


EXAMINATIONS   IN  NORFOLK  COUNTY.      163 

The  above  embrace  nearly  all  the  forms  of  ungrammatical 
expressions  that  have  been  noted  in  the  examination  of  the 
three  or  four  thousand  papers ;  the  errors  are  limited  to  the  use 
of  the  wrong  form  of  the  verb  in  number  or  tense,  and  the 
wrong  form  of  the  relative  pronoun,  or  to  the  use  of  the  wrong 
word.  There  are,  in  addition  to  these,  errors  in  the  use  of  words, 
which  are  sometimes  classed  as  errors  in  grammar,  thus  :  — 

"Boys  with  whom  he  played  with ;  "  "I  was  to  Boston;"  "I  said  for 
the  little  boy  to  have  the  little  coat ;  "  "  I  said  that  the  big-  coat  for  the  big 
boy;"  "Have  the  sleigh  to  the  depot;"  "  Cyrus  was  learnt  every  thiug ;  " 
"  They  tried  to  learn  him." 

The  word  "got "  is  often  erroneously  used,  as :  "  I  got  a  pun- 
ishing to-day ;  "  "  got  whipped,"  and  so  on.  And,  as  was  illus- 
trated under  errors  in  grammatical  expression  above,  the  and 
they  are  often  used  for  "there." 

These  errors,  which  are  repeated,  one  or  other  of  them,  hun- 
dreds of  times  in  the  j^apers  examined,  show  that  the  study  of 
grammar  fails  to  teach  the  pupils  "  to  speak  and  write  the 
language  correctly."  The  errors  occur  almost  as  frequently 
among  those  who  study  grammar,  as  among  those  who  do  not. 
The  kinds  of  errors  are  few,  though  so  often  repeated.  To 
avoid  them,  the  pupil  must  learn,  not  by  committing  rules  of 
grammar,  but  by  practice  in  writing.  The  correct  forms  of  lan- 
guage are  to  be  acquired,  if  acquired  at  all,  before  the  pupil  is 
old  enough  to  study  the  rules  of  grammar.  The  business  of 
the  primary  school  is  to  furnish  to  the  pupil  the  occasions  for 
using  .all  those  forms  of  language  in  which  he  is  likely  to  err, 
and  to  practise  him  in  the  correct  forms  till  he  employs  them 
from  habit.  The  knowledo-e  of  OTammar  will  furnish  him  with 
some  rules  for  testing  his  own  construction ;  but  not  till  his 
habits  are  well  formed  in  the  use  of  language,  will  he  have 
the  judgment  to  apply  the  tests  critically. 

The  lesson  taught  by  the  examinations  is,  that  in  most  of 
the  schools  the  children  should  begin  earlier,  and  have  vastly 
more  practice  in  composition-writing. 

Aeithinietic. 

The  ends  to  be  secured  in  the  study  of  arithmetic  are  the 
knowledge  of  numbers  and  a  certain  kind  of  culture  which  the 
study  is  calculate!  to  give.     The  method  of  teaching  should  be 


]t;i  liOAltl)   OF   EDUCATION. 

buch  ;i.s  tt)  loud  the  pupil  to  lonii  iiiibits  of  accuracy  ami  atten- 
tion, and  tend  t<t  discipline  the  powcjrs  of  (observation,  nicinory, 
imagination,  judgment,  and  reasoning.  The  first  knowledge 
to  l»e  uc(iuired  in  the  primary  school  is  of  small  numbers:  tlie 
knowledge  is  of  three  kinds. — of  the  expres.siou.  (((inbiiMiion 
and  relation  of  numbers. 

Under  expression  and  combination  are  included  tiie  iour  fun- 
damental operations.  These  and  the  solution  of  simple  prob- 
lems should  be  taught  in  the  first  four  years.  All  that  remains 
of  arithmetic  that  is  essential,  including  practical  problems  in 
mensuration  and  percentage,  should  be  taught  in  the  next  four 
years.  With  these  processes  the  pupil  should  be  taught  the 
most  common  and  useful  abbreviations  for  lightening  the  me- 
chanical labor. 

The  examinations  were  .designed  to  test  the  results  of  four 
years'  and  of  eight  years'  work  in  the  particulars  above  referred 
to.  Accordingly  to  each  grade  were  assigned  an  example  in 
column  addition,  and  practical  problems  adapted  to  the  re- 
spective grades.  The  lower  grade  had  also  exercises  in  the 
elementary  combinations,  and  the  upper  grade  an  example  in 
multiplication  and  division,  which  tested  the  pupils'  practical 
knowledge  of  cancellation.  The  results  will  be  seen  by  refer- 
ence to  the  tables  which  are  appended.  In  the  primary  grade 
the  average  of  correct  answers  for  the  whole  county  in  ele- 
mentary combinations  was  nearly  74  per  cent ;  in  the  column 
addition,  46  per  cent,  and  the  total  average  was  60  per  cent. 
In  the  grammar  grade  the  average  for  the  column  addition  was 
65.7  per  cent ;  for  multijolication  and  division,  68.8  per  cent ;  for 
simple  interest,  42.9  per  cent ;  for  the  problem  in  mensuration, 
15.4  per  cent.  The  total  average  was  48.2  per  cent;  and  the 
average  for  cancellation,  13  per  cent. 

Compared  with  the  results  reached  in  some  of  the  schools, 
these  averages  are  low.  There  is  no  good  reason  why  the  comity 
as  a  whole  should  not  stand  at  least  twenty  per  cent  higher. 
This  would  give  an  average  of  two  per  cent  less  than  the 
highest  town  has  at  present:  it  would  be  but  little  above  the 
average  of  some  others.  While  some  schools  made  a  satisfactory 
record,  and  wliile  the  majority  of  the  towns  stand  fairly,  the 
results  in  others  are  not  particularly  gratifj-ing  to  our  pride  as 
teachers  of  arithmetic. 

Whence  arise  these  differences'?     There  is  in  the  first  place 


EXAMINATIOXS   IN  NORFOLK   COUNTY.      165 

a  wide  difference  in  what  is  attempted  to  be  taught.  In  some 
schools,  during  the  first  four  years,  the  practice  is  confined  to 
the  exercises  of  the  mental  arithmetic.  That,  with  its  formal 
solutions,  is  literally  committed  to  memory-.  The  ciphering  is 
not  begun  till  the  fifth  year.  Up  to  tliis  time  the  pupils  are 
not  able  to  add  units  and  tens  expressed  in  column.  In  other 
schools  the  pupils  cipher  through  the  fundamental  operations, 
even  before  they  enter  upon  the  fifth  year. 

To  reach  the  standard  of  work  attempted  in  some  of  the 
schools  of  the  primary  grade,  the  examination  should  have  been 
limited  to  the  primary  tables,  and  then  the  results  could  only 
have  been  expressed  orally ;  while  to  reach  the  higher  standard 
in  other  schools  would  have  required  tests  in  all  the  fundamen- 
tal operations,  and  quite  difficult  problems  in  mental  arithme- 
tic, with  compound  numbers. 

The  pupils  of  the  grammar  grade  were  as  far  apart  in  respect 
to  the  work  attempted,  as  were  those  of  the  primary;  some 
who  had  been  eight  jears  in  school  having  advanced  but  little 
beyond  the  fundamental  operations,  while  others  had  only 
reached  fractional  numbers,  and  yet  others  had  gone  through 
the  arithmetic  required  for  admission  to  the  high  school.  The 
pupils  of  one  school  —  all  under  twelve  and  a  half  years  of  age 
—  had  been  through  written  arithmetic  preparatory  to  entering 
the  high  school.  Of  course  the  work  was  very  superficial :  the 
pupils  examined  in  this  school  averaged,  in  addition,  50  per 
cent ;  in  multiplication  and  division,  0  per  cent ;  in  interest,  50 
per  cent ;  in  mensuration,  0  per  cent,  —  a  total  of  25  per  cent. 
In  a  few  cases  the  tests  for  the  primary  grade,  with  the  exam- 
ple in  division  or  with  a  simple  example  in  fractions,  were  sub- 
mitted to  the  grammar  grade,  and  found  to  be  fully  up  to  their 
attainments. 

Formerly  —  say,  twenty-five  years  ago  —  the  practice  in  num- 
bers, for  the  first  four  or  five  years  in  school,  was  limited  to  the 
oral  and  mental  arithmetic.  That  practice,  as  already  stated,  is 
still  continued  in  some  of  the  towns.  The  drift  of  late  has  been 
towards  mechanical  ciphering ;  the  use  of  figures  being  early 
taught,  and  the  oral  solution  being  entirely  abandoned.  In 
some  towns  these  methods  are  both  practised;  the  children 
having  set  lessons  in  -uTitten  and  in  mental  arithmetic,  and 
carrying  on  the  two  studies  as  if  they  were  entirely  distinct. 
Here  are  three  methods ;  and  of  the  old  doggerel,  — 
"  The  first  is  the  worst,"  &c.,  — 


ICG  r.nAKI)    OF    ICDTCA  riON'. 

thr  (iirti  two  lines  ;in;  directly,  and  the  last  two  inversely,  aj  pli- 
cal)le  :  lor  ainon;?  the  methods  there  is  little  to  choose. 

A  uun-v  rational  method  j)rcvails  wlu.'rc  the  mental  jiroee.ss  is 
early  expressed  in  figures,  and  reason  lor  th(;  writtt-n  process  is 
made  vlv/.w  to  the  comi)rehcnsion  of  the  pupil,  who  begins  in 
school  the  practice  he  is  to  lollow  in  life:  he  there  eond>ines  as 
he  expresses,  and  expresses  as  he  combines.  In  this  there  is  no 
divorcing  of  things  wliieh  are  by  nature  joined  together. 

There  arc  two  methods  in  use -for  teaching  the  elementary 
combinations.  J5y  one  the  whole  reliance  is  placed  upon  com- 
mitting to  memory  the  primary  tables;  by  the  other,  all  num- 
bers to  twenty,  with  their  combinations  and  relations,  are  taught 
with  sensible  objects.  The  one  process  closes  the  mind  to 
the  thought,  and  occupies  it  with  a  form  of  words ;  the  other 
first  develops  the  thought,  and  then  teaches  to  express  it  in 
appropriate  forms.  It  is  not  hard  to  see  which  will  give  the 
best  conception  of  the  elementary  facts  of  numbers. 

Again :  there  is  much  study  of  book  arithmetic,  but  a  great 
neglect  of  training  upon  miscellaneous  problems  outside.  The 
arithmetic  is  of  the  schoolroom,  not  always  of  practical  life. 
The  pupils  work  to  get  a  certain  answer,  which  is  appended 
to  the  problem.  Failing  to  obtain  this,  they  erase  and  cipher 
again ;  again  they  fail  and  again  they  cipher,  till  tliis  play 
with  figures  makes  arithmetic  a  farce ;  the  practice  is  bad  for 
the  knowledge,  and  damaging  to  the  mental  habit,  if  not  to  the 
moral  sense.  If,  instead  of  tliis,  the  pupil  should  be  compelled 
to  deal  with  real  things,  and  to  find  his  answer  by  studying  the 
conditions  of  his  problem,  the  fiction  which  aritlmietic  now  is 
to  most  pupils,  would  become  to  them  a  reality.  Confined 
to  the  book  and  its  answers  alone,  the  pupil  is  often  unaljle, 
when  he  leaves  school,  to  do  the  simplest  practical  problem  ;  and 
this  iis  because  he  has  had  no  practice  in  this  kind  of  work, 
and  no  training  which  fits  him  to  do  independently  work  of  any 
kind.  That  he  may  be  able  when  he  leaves  school  to  apply  his 
kncnvledge,  he  must  be  accustomed,  while  in  school,  to  weighing 
and  measuring,  and  generally  to  finding  the  data  for  his  own 
problems,  and,  ^vitll  these,  to  working  out  results  unaided  and 
alone. 

To  one  who  has  not  been  used  to  seeing  similar  results  else- 
where, the  failure  in  the  simple  operations  is  perhaps  the  most 
sm-prising  thing  in  the  examinations.     Certainly,  to  have  a  fail- 


EXAMINATIONS  IN  NORFOLK   COUNTY.      1G7 

ure  here  is  most  serious  in  its  consequences.  There  were  but 
nine  items  given  for  addition  in  the  primary,  and  but  eleven  in 
the  grammar  grade ;  with  a  total  average  of  fifty-six  per  cent. 
Why  should  not  eighty  or  ninety  per  cent  of  all  the  answers  be 
correct  ?  The  operation  depends  upon  the  simplest  elementary 
combinations ;  and  of  these  there  is  a  limited  number.  Good 
teaching  in  the  primary  schools  would,  in  the  first  two  or  three 
years  of  teaching,  fix  these  fundamentals  of  arithmetic  so  firmlj^ 
that,  no  matter  what  the  application,  the  accurate  result  would 
be  nearly  certain. 

The  practice  with  these  small  numbers  should  be  so  thorough 
in  the  primary  school,  that  any  collection  of  objects  not  greater 
than  eight  or  ten  could  be  recognized  and  named  at  sight,  and 
that  the  presence  to  the  pupil  of  any  pair  of  numbers  whose 
sum  is  not  greater  than  twenty,  should  at  once  suggest  to  the 
mind  the  amount ;  or,  the  amount  and  one  of  the  parts  being 
present,  the  other  part  or  difference  should  be  at  once  suggested. 
So,  whatever  the  form  of  language  expressing  the  unions  or 
separations  of  these  elementary  combinations,  whether  words  or 
figures,  the  results  should  spring  instantly  to  the  mind  without 
the  necessity  of  counting  by  separate  units.  With  proper  train- 
ing at  the  outset,  the  counting  with  fingers,  not  imcommon  even 
in  the  grammar  schools,  would  be  nowhere  found.  In  place  of 
this  thorough  elementary  drill,  I  saw,  in  a  school  visited  since 
beginning  this  writing,  the  children  attempting  to  recite  from 
memory  the  rule  for  finding  the  greatest  common  divisor,  —  a 
rule  which  they  did  not  comprehend,  and  which  would  be  of  no 
great  use  to  them  if  they  did  comprehend  it.  A  single  instance 
proves  nothing ;  but  this  is  an  illustration  wliich  is  appligable 
to  many  schools. 

I  was  not  prepared  for  so  gi-eat  a  per  cent  of  errors  in  using 
abbreviated  processes  as  was  found  in  the  grammar  schools. 
The  papers  do  not  always  show  what  the  process  was ;  but  evi- 
dently the  number  who  abbreviated  the  work  was  quite  small. 
The  direction  to  find  by  the  shortest  process  the  result  of  multi- 
plying a  given  number  by  12  and  dividing  the  product  by 
72  would  seem  to  suggest  dividing  by  6  to  all  pupils  who  had 
been  taught  to  cancel ;  but,  instead,  many  pupils,  after  multi- 
plying by  12,  divided  by  72,  using  short  division.  If  the  pupils 
had  been  told  to  do  the  work  by  cancellation,  there  can  be 
no   doubt   the  errors   would  have  been  few.     As  it  was,  the 


JG8  nOAIU)   OF   KDUCATIOX. 

percentages  for  "short  process  "were  not  incluikd  in  juiiking 
up  (he  avorag(!s  for  the  gniniiniir  scliools. 

AnolluT  ilhistnitioir  of  the  want  of  pructicul  metliods  in 
aritlinuilic  occurred  in  connection  with  tlic  example  in  simile 
interest,  'riie  problem  given  required  the  pupils  to  find  the 
time,  for  exam[)U',  from  Aug.  20  to  Dec.  5  of  the  same  year; 
the  pupils  in  a  majority  of  the  schools  wished  to  know  the  year; 
and,  with  most,  the  time  was  found  by  writing  down  the  dates 
one  underneath  tlie  other, — year,  month,  and  day,  —  and  per- 
forming the  operation  by  com[)ound  subtraction.  In  examining 
the  papers,  it  was  found  that  many  errors  in  finding  the  time 
arose  from  misplacing  the  dates,  and  attempting  to  subtract  the 
later  from  the  earlier. 

It  will  be  seen,  by  referring  to  the  table  of  percentages,  that 
the  lowest  per  cent  for  the  examples  was  obtained  for  the  prob- 
lem in  mensuration.  This  was  given  to  test  the  power  of  the 
pupils  to  conceive  the  form  described,  and  to  learn  if  they  were 
in  the  habit  of  constructing  diagrams  to  aid  their  imagination. 
The  problem  was  such  as  is  likely  to  occur  in  practice,  and 
was  not  difficult.  After  repeated  explanations  and  illustrations, 
some  pupils  seemed  to  despair  even  of  comprehending  the 
problem  ;  others  proceeded  at  once  to  draw  a  diagram,  and  then 
with  a  few  simple  operations  worked  out  the  residt.  Where 
the  pupils  made  diagrams  for  their  example,  the  work  was  gen- 
erally found  to  be  correct. 

"While  some  schools  were  very  exact  in  expressing  arithmeti- 
cal processes,  others  were  equally  careless.  A  common  fault  is 
illustrated  in  the  following  examples :  — 

(1.)  5337  Xl-2  =  64044  -f-  72  =  889^. 

(2.)  4  X  2  =  8  X  4  =:  32  X  2  =  G4  X  4  =  256  X  810  =  82560. 
(3.)  3   mo.   15   da.  =  .0175  ~  6  =  .0020^  x  8  =  .0233J  X 
85337  =  8124.49-h. 

Such  are  the  contrasts  under  different  kinds  of  training.  No 
branch  taught  in  the  schools  more  fully  shows  the  kind  and 
quality  of  the  teaching  than  arithmetic.  If  the  teacher  has 
definite  ends  to  reach,  and  has  the  requisite  knowledge  and 
skill,  there  is  no  branch  where  the  good  results  can  be  more 
evident.  Being  without  aim,  and  ignorant  of  methods,  there 
is  no  branch  where  the  teacher  can  do  so  much  to  so  little 
purpose. 


EXAMINATIONS   IN   NORFOLK   COUNTY.      169 

The  question  of  morals  has  its  place  in  the  teaching  of  arith- 
metic. Moral  power  is  the  result  of  moral  acts.  Do  nothing 
to  prevent  one  pupil  from  copying  the  work  of  another  and 
presenting  it  as  his  own,  and  the  result  will  be  a  weakening 
of  the  moral  sense,  as  well  as  a  want  of  self-reliance.  In  quite 
a  large  number  of  the  schools  the  desire  to  compare  and  copy 
was  so  manifest,  that  the  mind  sickens  at  the  thought  of  the 
consequences  of  this  bad  habit  acquired  in  the  study  of  an 
exact  science. 

The  method  of  the  examinations  was  a  little  embarrassing  to 
many  pupils,  because  they  were  forced  to  rely  each  upon  him- 
self. If  similar  conditions  are  imposed  upon  the  pupils  in  all 
their  exercises,  they  will  soon  gain  facility  in  doing  independent 
work.  With  this  facility  comes  pleasure,  which  alwa3^s  waits 
upon  achievement.  This  prompts  to  renewed  exertion ;  and 
finally  a  character  results  having  an  inclination  to  moral  acts. 
The  pupil  comes  to  feel  an  obligation  to  discover  and  state  the 
exact  truth  in  arithmetic  as  elsewhere,  even  to  the  writing 
down  of  a  figure ;  and  something  like  shame  is  felt,  if,  for  a 
fault  of  his,  one  of  these  easily  written  s}Tnbols  has  to  be  erased. 

"With  the  exceptions  mentioned,  there  is  to  one  experienced 
in  similar  work  nothing  surprising  in  the  failures  revealed  in 
the  examinations.  They  result  partly  from  a  want  of  thorough 
drill  in  the  first  steps  in  numbers.  They  indicate,  however, 
defects  in  teaching  which  can  be  remedied  only  by  a  knowledge 
of  the  powers  of  the  mind  to  be  trained,  and  skill  in  using 
methods  calculated  to  bring  the  powers  into  exercise. 

General  Remarks. 

Tables  A  and  B,  which  follow,  are  made  up  from  the  returns 
of  the  committees  in  the  several  towns,  and  from  their  written 
replies  to  a  circular  addressed  to  them  last  November;  the 
questions  contained  in  the  circular  are  published  with  the  ex- 
planations of  Table  A.  The  object  of  introducing  the  tables 
is  to  furnish  the  means  of  making  some  comparisons  not  strictly 
within  the  province  of  the  report.  Should  one  wish,  for  exam- 
ple, to  study  the  method  or  the  cost  of  superintending  the 
schools  in  connection  with  the  residts  of  the  examinations, — 
should  he  wish  to  find  the  cost  per  capita  of  the  supervision, 
or  of  the  instruction  of  the  pupils  examined,  —  he  can,  with 
these  tables,  make  the  necessary  comparisons.     With  an  addi- 

22- 


170  liOAKI)   OF   EDUCATION. 

tioii.il  Ilnii,  —  llio  K(;h(iol-poi)ululion,  contained  in  the  statistical 
(lilies  of  tl»»!  niHut  of  tiie  IJoanl  of  Kdtication,  —  he  can  also 
w(i  whiil  i)i()i)(»rtion  of  clilMrcn  within  the  projjcr  limits  as  to 
a;.';c  w.ro  presented  for  tin;  examinations,  and  from  this  deter- 
niiiic  aiipntximately  the  eharacter  of  the  grading  in  the  schools. 
Tallies  ('  and  1)  n(;ed  no  ex[ilunations. 

The  nsiscins  fur  designating  the  towns  by  the  letters  of  the 
aliilialtet,  and  the  schools  liy  the  numerals,  were  principally 
lliese  :  lirst,  the  mind  would  not  be  so  likely  to  turn  aside  from 
the  results  to  the  individuals,  as  if  the  names  were  given;  and, 
second,  the  object  being  to  ascertain  the  results  in  the  schools' 
and  towns  as  parts  of  the  county,  it  seemed  not  necessary  to 
use  their  names.  Still,  that  the  towns  and  schools  that  rank 
high  may  be  known  and  studied  by  teachers  and  committees, 
an  index  is  prepared,  which,  on  application,  will  be  furnished 
to  cdmmittces  whose  schools  were  examined. 

The  litliographs  which  follow  the  "tables  are  samples  taken 
from  the  two  grades  of  schools.  They  represent  principally 
three  kinds  of  Avritten  work,  —  the  best,  the  poorest,  and  the 
averacre.  The  four  "best"  letters  are  selected  from  the  best 
seventy-five  to  one  hundred  letters  written  in  the  county,  and  the 
four  "poor"  letters  are  selected  from  the  poorest  seventy-five 
to  one  hundred.  The  four  "best"  and  four  "poor"  narratives 
are  selected  on  the  same  principle. 

The  average-papers  are  selected  by  taking,  from  all  those 
written  in  a  town,  one  paper  which  most  nearly  represents  the 
average  of  the'  toAvn  in  the  items  entering  into  the  average  of 
the  papers.  These  samples  are  designated  by  the  letters  of  the 
respective  towns,  and  marked  "av."  They  are  arranged  in 
order  according  to  the  rank  of  the  towns  in  tliis  kind  of  work. 
The  differences  in  the  average-papers  are  so  slight,  that,  as  a 
whole,  they  may  be  uninteresting  to  the  general  reader.  There 
is  no  wish  to  impose  the  task  of  reading  them  upon  any  one, 
unless  it  be,  that,  by  reading  forty  or  fifty,  he  may  have  some 
appreciation  of  the  labor  of  reading  critically,  for  several  times, 
the  whole  three  or  four  thousand. 

The  examinations  suggest  many  topics  wliich  it  would  be 
profitable  to  consider,  had  not  the  report  already  transcended 
its  limits.  I  cannot  close,  however,  without  a  brief  reference 
to  the  influence  wliicli  methods  of  teaching  exert  upon  the 
intellectual  and  moral  character.     I  am  prompted   to  tliis   by 


.    EXAMINATIONS   IN  NORFOLK  COUNTY.      171 

the  many  apt  illustrations  which  have  come  to  my  notice.  I 
will  allude  to  but  one.  While  my  visits  were  for  the  purpose 
of  examining  the  schools  in  the  branches  taught,  in  my  notes 
taken  in  a  town  where  rational  methods  of  teaching  prevail, 
I  was  led  to  say,  "  I  am  struck  with  the  conscientious  and 
thoughtful  spirit  of  the  pupils  in  all  the  schools."  Had  this 
been  the  only  compliment  to  the  teaching  in  that  town,  it  would 
have  been  the  highest  that  could  be  paid,  no  matter  what  the 
percentages  obtained.  The  good  spirit  of  the  children  Avas, 
however,  fully  matched  by  the  excellence  of  the  results  of 
their  examinations. 

However  important  may  be  the  knowledge  of  reading,  writing,, 
and  arithmetic,  that  knowledge  sinks  into  insignificance  in  com- 
parison with  intellectual  and  moral  training.  But  the  effect 
of  my  observations  in  all  the  schools  lias  been  to  strengthen  the 
conviction,  that  the  teaching  best  adapted  to  increase  useful 
knowledge  produces  the  truest  culture  of  mind  and  heart. 

My  experience  in  other  schools  for  a  number  of  years  leads 
me  to  the  conclusion,  that  the  schools  of  Norfolk  County  are 
not,  as  a  whole,  better  or  worse  than  similar  schools  in  other 
parts  of  our  State.  The  conditions  which  make  schools  poor 
or  good  are  the  same  everywhere.  Their  failures  result  from 
poor  organization,  insufficient  appliances  for  teaching,  or  from 
the  teacliing  itself.  These  in  their  turn  result  from  inadequate 
support  and  from  an  ineffective  supervision.  The  examinations 
clearly  indicate  that  more  depends  upon  the  supervision  of 
the  schools  than  upon  all  other  causes  combined.  It  will  be 
said  that  the  teacher  makes  the  school.  True ;  but  the  teacher 
is  found  or  made  by  the  supervisor.  An  important  duty  of  this 
officer  is  to  seek  the  best  teacher  the  market  affords ;  assign 
him  to  his  place ;  help  him  to  plan  and  organize,  to  remove 
obstacles  without  and  within.  It  matters  not  whether  he  be 
called  committee-man  or  superintendent,  whether  he  be  paid  or 
unpaid :  his  success  or  failure  in  this  kind  of  work  will  appear 
in  the  teachers  and  in  the  schools,  and  be,  more  than  any  thing 
else,  a  test  of  his  fitness  for  the  office. 

But,  it  may  be  asked  if  the  means  are  inadequate,  what  can 
the  supervisor  do?  It  will  generally  be  found  that  wherever 
there  is  good  supervision  the  means  are  not  inadequate.  Good 
supervision  implies  liberality  in  providing,  and  economy  in 
administering.     But,  without  the  means  to  employ  high-priced 


172  BOA II I)   or   l.DUCATION. 

t<'iuli<'r!j,  it  luM!(>rnes  n  far  greater  neccsnity,  to  Becure  effective 
HUpcrvisinn.  How  else  are  the  untried  teacliors  to  be  Hhf)wii  the 
Ix'Ht  iiiotliods  ?  How  (tlse  are  llu;  cliildren  to  be  saved  from  be- 
coiiiiii;^  victims  to  toa(diiii^  whicli  is  basftl  ncidifr  upon  train- 
inj;  nor  exj)crience? 

The  supervisor  of  scliools  lias  an  iinporlaiit  duty  yet  to  j)or- 
foiin  in  securing  better  jrrading;  in  the  county  as  a  wliole  tlie 
cx;niiiii:ilions  show  tliiit  tlie  average  rank  of  the  ol(h^r  class  of 
])upils  in  graded  schools  is  nearly  12  per  cent  higher  than  that 
of  (he  same  class  in  mixed  schools.  No  estimate  has  been  made 
for  the  lower  class;  but  without  doubt  the  difference  is  still 
grtMter. 

While  it  is  probably  true  that  the  schools  of  Norfolk  County 
do  not  differ  on  the  whole  from  schools  elsewhere,  there  is  a 
most  gratifying  interest  awakened  in  most  towns  of  the  county 
in  methods  of  teaching,  in  courses  of  studies,  and  in  school  super- 
vision, which  gives  great  promise  for  the  future.  One  important 
cause  for  this  aAvakening  is  the  earnest  spirit  which  has  actu- 
ated the  association  of  school  committees  of  the  county  in  every- 
thing they  have  undertaken.  It  will  be  a  high  honor  if  my 
effort  in  any  way  advances  the  ends  the  association  has  in  view. 

By  throwing  their  schools  open  to  the  pidjlic  AvithcMit  reserve, 
as  they  have  done  in  these  examinations,  the  committees  have 
invited  criticism.  It  will  undoubtedly  be  liberally  bestowed. 
But,  if  the  motives  ihat  prompt  the  criticism  are  as  sincere  and 
noble  as  those  which  have  presented  the  occasion.  Noi-folk  will 
not  be  the  only  county  to  receive  a  blessing. 

Note.  —  Since  the  plates  for  this  edition  were  cast,  it  lias  been  decided 
to  print  the  average  lithographs  referred  to  on  page  170  for  a  few  of  the 
towns  only,  including  some  of  the  highest  and  some  of  the  lowest  in  rank. 


EXPLANATION   OF  TABLE   A. 


On  the  following  pages  is  a  table  showing  the  method  and 
average  annual  cost  of  superintending  the  schools  of  the  several 
towns  in  the  county  for  the  three  years  previous  to  the  exami- 
nations. 

For  convenience  of  arrangement,  there  is  also  placed  upon 
the  same  page  a  condensed  table  of  answers  to  the  following 
questions,  submitted  to  the  school  committees  in  the  several 
towns :  — 

I.  What  method  was  used  in  your  schools  by  pupils  who  are 
now  nine  or  ten  years  of  age  in  first  learning  to  read  ?  State 
whether  it  was  the  A  B  C^  the  phonic,  or  the  object  and  word 
method. 

II.  What  method  is  used  at  present  in  teaching  beginners? 

III.  Were  those  w^ho  are  now  nine  or  ten  years  of  age  first 
taught  to  make  words  in  Roman  or  in  script  letters  ? 

IV.  Are  Roman  or  script  letters  used  in  teaching  to  read  at 
the  present  time  ? 

V.  If  your  children  are  now  taught  by  the  word  method,  how 
early  do  they  use  the  names  of  the  letters  of  the  alphabet  in 
spelling  or  otherwise  ? 

173 


171 


BOAUI)   OF   EDUCATJOX. 


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BOA  III)   OF   EDUCATION. 


Taiu.k  H.  —  Shoiriiiij  the.  Auanifje  Annual  Expenditure,  Number  of 
Pupiltt  to  a    Teacher,   and  WeekH  of  Schooling,  fur  Three    Years 

/'n  c,  (li'ii'i  flic    K.nimi}i(itlo7is. 


Town*    l>oi>lt{iiii(<'<l 
by  l^'tli'ni  Id  llio 
Orili'r    III    wlilc-ti 

Avi>ni|{n  Aiiiiiial 
Kx|M-ii<IUiiru 
for  Ui«    riirco 
\eatn  VrcvA-il- 
lni{  llio  Kxniiil- 
imtluiis. 

AVKRAUB   WaCRH  OF 
TiCACIIKHa    1-KU     MOXTII. 

Average  Ntini- 
Ijer  of  I'liplN 
to  a  '1  tsacUc-r. 

Number     of 

Hchool  Wfwka 

per  Year. 

Uii-y     wore     Kx- 
uiiihieU. 

Molea. 

FeiDolM. 

A    . 

a-20,583  08 

88115  33  J 

$40  18| 

31.0 

40 

H    .         .         . 

13,593  97 

121  55| 

50  903 

20.8 

37-1 

C    .         .        . 

25,1G0  G0§ 

110  77i 

40  40J 

38.4 

40 

1)   . 

0,100  OOJ 

125  GOJ 

41  90 

42.7 

37-2 

E   . 

10,913  33J 

92  29J 

39  97§ 

43.4 

38-4 

F    .        .        . 

5,000  00 

105  55^ 

37  75 

28.7 

39 

G   . 

10,507  7GJ 

77  58 

35  59 

44.2 

34 

II   . 

1,800  00 

40  00* 

31  79§ 

22.7 

31-3 

I    .        .        . 

1,933  33^ 

58  57^ 

33  22J 

32.4 

34-3 

J    .        .        . 

5,000  OOf 

77  lOi 

35  85§ 

31.8 

87 

K   . 

7,100  eof 

93  02 

34  17J 

30.7 

30-3 

L   .        .        . 

13,315  29 

123  eof 

51  25 

24.0 

40 

U  . 

0,003  33^ 

54  75| 

38  30 

34.2 

35-2 

N  . 

5,500  00 

70  20J 

33  83f 

24.9 

30-4 

0   . 

5,000  00 

51  10| 

30  80 

34.2 

40 

P    .        .        . 

23,000  00 

104  42 

35  09 

30.8 

38-4 

Q  .        .        . 

7,050  00 

92  50 

35  24^ 

33.2 

40 

R  . 

2,427  53^ 

85  92 

30  G0§ 

27.8 

38-1 

S    .        .        . 

5,352  50 

125  15 

30  01 1 

23.8 

37-3 

T    . 

30,900  eof 

192  lOf 

09  32^ 

31.7 

40 

U  . 

10,933  33^ 

113  55J 

40  19 

41.9 

40 

V  . 

1,139  00 

32  00 

32  00 

17.8 

37-1 

w . 

9,333  33J 

100  93f 

80  61f 

3S.8 

38-2 

X  . 

1,500  00 

37  OOt 

35  61  § 

23.8 

33 

•  For  one  year. 


t  For  two  years. 


TABLES  or  AVEEAGES  FOE  PEIMAEY  GEADE. 


EXPLANATION   OF   TABLES. 


The  letters  of  the  alphabet  designate  the  towns,  and  indicate 
the  order  in  which  they  were  visited. 

The  numerals  designate  the  schools  with  the  order  in  which 
they  were  examined. 

The  numbers  expressed  in  the  columns  denote  the  percent- 
ages of  correct  answers  given  by  the  pupils  reported. 

The  blank  spaces  indicate  that  the  pupils  were  not  examined 
upon  items  expressed  in  columns  where  the  spaces  occur. 


Note. — The  total  average  for  each  school  was  made  up  from  the  per- 
centages in  the  branches  in  which  that  school  was  examined. 

In  making  up  the  total  average  for  the  town,  when  the  examination  of  a 
school  in  any  branch  was  omitted,  the  school  was  allowed  the  percentage  of 
the  other  schools  of  the  town  in  that  branch.  In  making  up  the  total  aver- 
age for  the  county  the  same  plan  was  pursued. 


23 


177 


178 


liOAIU)   OF   EDUCATIOX. 


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EXAMINATIONS   IN   NORFOLK  COUNTY.        179 


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EXAMINATIONS   IN  NORFOLK   COUNTY.        181 


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EXAMINATIONS   IN  NORFOLK   COUNTY.      185 


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EXAMINATIONS   IN  NORFOLK  COUNTY.       187 


o  —i  :ri  r^  cc  iri  r5  o  o  c^i  o  C5  (^i  '-^  ^  ci  cj  o  ci  r-i  o  i--<  3D  oi 


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OCSC500C5CiCiC3C:C5C5CSC5C5C5C5C50C50C5C50 


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•,       1 1  2 


TABLES  OF  AYEEAGES  EOE  GEAMMR  GEADE. 


EXPLANATION  OF  TABLE  D. 


The  letters  of  the  alphabet  designate  the  towns,  and  indicate 
the  order  in  which  they  were  visited. 

The  numerals  designate  the  schools,  with  the  order  in  which 
they  were  examined. 

The  numbers  expressed  in  the  columns  denote  the  percent- 
ages of  correct  answers  given  by  the  pupils  reported. 

The  blank  spaces  indicate  that  the  pupils  were  not  examined 
upon  items  expressed  in  columns  where  the  spaces  occur. 

The  letter  L,  in  the  column  marked  "  Silent  Reading,"  de- 
notes that  the  pupils  of  the  school  wrote  a  letter,  instead  of  the 
narrative. 


Note.  —  The  total  average  for  each  school  was  made  up  from  the  per- 
centages in  the  branches  in  -which  that  school  was  examined. 

In  making  up  the  total  average  for  the  town,  when  the  examination  of  a 
school  in  any  branch  was  omitted,  the  school  was  allowed  the  percentage  of 
the  other  schools  of  the  town  in  that  branch.  In  making  up  the  total  aver- 
age for  the  county,  the  same  plan  was  pursued. 

189 


100 


I'.OARI)   OF   EDUCATION. 


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EXAMINATIONS   IN  NORFOLK   COUNTY.      191 


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I]^DEX  TO   LITHOGRAPHS   OF  LETTERS, 
NARRATIVES,  ETC. 


Work  of  Primary  Grade.  Page. 

Arithmetic,  Best  and  Poorest 201 

Best  of  Letters      .....,,,,.,.  202 

Poorest  of  Letters 212 

Average  Letters  of  Highest  T^o  Towns 215 

Average  Letters  of  Lowest  Two  Towns       ..•.*>.  218 

Work  op  Grammar  Grade. 

Arithmetic 220 

Best  of  Narratives 226 

Poorest  of  Narratives .        .        •        .  234 

Average  Narratives  of  Highest  Three  Towns 240 

Average  Narratives  of  Lowest  Two  Towns 246 


199 


201 

Pri niai^v  work  in   Xiunh e rs. 
Wri  tt  e?z.  Me  nt  (i  I . 


$37  7^ 


5'7r 


>^7^f 


If 


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INDEX. 


Arithmetic 127,130,131,103,178,100,201,220 

Abbreviated  processes  in 104,  1G7,  190 

Average  percentages  in 1(J4,  178,  190 

Elementary  combinations  in 1G7 

Ends  to  be  secured  in  teacliing 103 

Expression  of  aritlimetical  processes IGG,  1G8 

Fac-similes  of  pupils'  worlv 201,  220 

Figures  to  have  special  attention 145 

Fundamental  operations  in 1G4, 1G6 

Measurement,  problem  in 1G8 

Methods  in  use  in  teaching 1G5,  1G6 

Moral  bearing  of,  in  teaching 169 

Practical  work  in 1GG-1G8 

Results  in,  how  marked 128,133 

Tests  in,  for  primary  schools 127 

for  grammar  schools 130 

Beginners  in  reading,  table  showing  methods  of  teaching      .        .        .        173,  174 

Classes,  number  of  examined 124 

Composition  writing 12G,  129,  ir>C<,  178,  190 

Average  jiercentages  in  primary  schoids 178 

in  grammar  schools IfX) 

Capitals  and  punctuation 127, 129,  130,  158, 159 

Contrast  in  schools  in  composition 157 

Forms  of  expression  and  words  used  in 159,  ICO,  IGl 

Grades  of,  to  suit  activities  of  mind 156 

Grammatical  construction 1G2,  163 

Letter-writing,  a  jiractical  form  of  composition 159 

Letters  written  in  primary  schools,  fac-similes  of 202 

Substituted  for  narratives  in  some  schools 189 

"Writing  of,  omitted  in  some  schools 132 

Narratives  written  in  grammar  schools 226 

Punctuation.        .        .        .     • 126,  127,  120,  15G,  178,  190 

Results,  how  marked 127,  129,130 

Syllabication 157,  158 

Tests  in  primary  schools 126 

in  grammar  schools 129 

Examinations,  fair  test  of  attainments 131,  133 

Age  of  pupils  examined 121, 124 

Ages  omitted  on  some  papers 125 

Average  ages  of  pupils 178, 190 

Classes,  pupils,  and  schools,  number  of 12'1 

Extent  of 123 

How,  by  whom,  and  when  conducted 131 

249 


25U  INDEX. 

Biihjnctfl  ombracod  In  cxanilnutlonH 125 

Tal.tiliiUid  nisiilUt  of 178,  V.tO 

Fnc-nlinili'H  of  jiiijiIIh' work 201 

IIow  Hcl(Mt(Ml  ontl  arrniiKod 170 

(Jminmar  hcIiooIh,  labulalod  rostills  of VM 

Niirnbnr  of  hcIiooIh,  iiupils,  and  classes  examined 124 

Nuinlicr  of  pupiln  tabulated 124 

LItliograpliH.    {Srr  "  Fiic-Hlmile.s.") 

MarkiiiK  and  taliiilation  of  results 133 

Mlxetl  hcIiooIh,  nuinlier  of 124 

Average  perceiitago  of  residts  in 172 

Moral  riillnre,  its  relation  to  knowledge 100, 171 

Norfulk-eoiinty  S<-huol  Committees'  Association 121,  172 

Observations  in  schools,  in  reading 134 

in  ])cninansliip 144 

in  spelling 147 

in  composition 150 

in  arithmetic 1G3 

Penmanship 127, 129,  144,  178. 190,  202 

Average  percentage  in 178,  190 

Differences  in  schools 144,  145,  147 

Drawing,  an  aid  to 147 

Fac-similcs  of  pupils'  work  in 202 

Figures  and  letters,  accurate  forms  of 144,145 

Methods  of  teaching,  to  secure  good  results 14(3,  147 

Requisites,  legibility,  uniformity,  rapidity 144 

♦      Rapidity  too  much  neglected 144, 140 

Tests  and  marking 127,  129,  133 

Percentages 1G4 

Tables  of,  for  primary  schools 178 

for  grammar  schools 190 

for  county 187,197 

Primary  schools,  tabulated  results  of .        .        . 178 

Number  of  schools,  pupils,  and  classes  examined 124 

Pupils,  number  of,  tabulated 124 

Punctuation 120,  127,  129,  156,  178,  190 

Reading 125,  128,  134,  174, 178,  190 

Average  percentages  in 178,  190 

Books  used,  too  advanced  for  pupils 137 

Definition  of  reading 124 

Ends  of  teaching 135 

Expression  important  end  in  oral  reading 136 

Girls  better  readers  than  boys 139 

Knowledge  to  be  made  an  end 139 

Love  for,  how  acquired 138 

Oral,  occasion  for  silent  reading 135 

Oral,  is  made  the  end 136 

Reading  books  for  study 139 

'  Results  in  schools  differ 135 

Silent  reading  shown  by  narratives 140,  141 

Supplementary  reading 138-140 

Table  showing  methods  of  teaching 174 

Teaching,  methods  of 137 

Tests  in  reading  for  primary  schools 125 

for  grammar  schools 128 

Schools,  number  of,  examined 124 

Comparative  rank  of )71 


INDEX.  251 

Spelling 126,  129, 147, 178,  190 

Arrangement  of  results  by  towns 149 

Average  percentages  in  primary  schools 178 

in  gi'ammar  schools 100 

Common  words  to  be  spelt 148 

Errors  from  mispronunciation 153 

Oral,  useful 155 

too'much  relied  upon         .        .        .        ; 148 

compared  with  written 155 

Phonic  analysis 154, 156 

Rules  to  be  applied  in  grammar  schools 148,  153 

Spelling  iu  sentence  and  by  dictation  compared     ....         147, 148 
Tests  and  marking  in  primary  scliools      .        .        ...        .        .        120,  133 

in  grammar  scliools 120,  133 

"Word  method  of  teaching  reading  an  aid 135,  156 

Words  selected  from  sentences 148,  150,  151, 152 

Supervision  of  schools 171 

Table  showing  method  and  cost  of 174 

Tests  and  marking  for  primary  schools 125,126,127 

for  grammar  schools 128,  129,  130 

Tests,  how  applied .        131 

Table  showing  cost  of  supervision 174 

method  of  teaching  beginners  to  read 174 

expenditures  for  three  years 17G 

wages  of  teachers  and  pupils  to  teacher 170 

percentage  of  primary  schools 178 

of  grammar  schools 190 

rank  of  towns  iu  different  studies 198 

Towns,  why  designated  by  letters 170 

Index  to,  prepared 170 

Words  misspelt,  lists  of 151, 152,  153 

Writing,  what  included  iu 144 


HNIVI'RSn  Y  OF  CAI.IIORNIA.  I.OS  ANGELES 

rili;  IJNIVIRSITY  I.IHRAHY 

Tins  hook  i«.  DlJli  on  the  luM  date  stamped  hthjw 


:.'13(.-J»G) 


II 


UMVEU31TY  OF  CALIFORNIA 

AT 

LOS  ANGELES 


?052 


'^^nltoTi    - 


M4m7     Report  of 

examma-cions   oi' 


County. 


DEMCO  294N 


UCLA-Young   Research   Library 

LB3052.M4  W17 


LE 

3052 

M4W17 


■}-::^.r 


